Lois George (PhD) holds graduate degrees with specialized study in Mathematics education from the University of Southampton and in Measurement, testing and evaluation from The UWI Cavehill campus. She has approximately 20 years of combined work experience in the field of mathematics education and in secondary school management. From 2008-2019, Dr. George coordinated several Mathematics/Mathematics Education courses at The UWI Open Campus. She joined The UWI Mona School of Education in 2017, where, in addition to her role as a lecturer within the Mathematics Education specialisation, she currently serves as programme coordinator for undergraduate and graduate Mathematics Education programmes. In addition to her publications, she contributes to research as the co-editor of the Caribbean Journal of Education.
Spencer-Ernandez, J., & George, L. (2016). Single sex vs. co-educational high schools: Performance of Caribbean students across school types in mathematics on the Caribbean Secondary Education Certificate. Caribbean Education Research Journal, 4(2), 96-121. https://bit.ly/2WrvNOY
George, L. (2019). A missing part of the whole: Poor performance in mathematics in the Caribbean- A lesson from a qualitative, microgenetic, decolonising study on fraction learning. In S. Stewart (Ed.), Decolonizing Qualitative Approaches in the Caribbean (pp. 115-137). Charlotte, North Carolina: Information Age Publishing, Inc.
Voutsina, C., George, L., & Jones, K. (2019). Microgenetic analysis of young children’s shifts of attention in arithmetic tasks: Underlying dynamics of change in phases of seemingly stable task performance. Educational Studies in Mathematics, 102(1), 47-74. https://doi.org/10.1007/s10649-019-09883-w
George, L. (2020). Exploring the M in STEM: Post-secondary participation, performance and attrition in mathematics. Canadian Journal of Science, Mathematics, and Technology Education, 20, 441–461. https://doi.org/10.1007/s42330-020-00095-6
Watt-Douglas, T., & George, L. (2021). Investigating the impact of using manipulatives on grade 5 Jamaican students’ mathematics achievement: An action research. Caribbean Journal of Education, 42(1&2), 1-39. https://doi.org/10.46425/c142123702
George, L., & Voutsina, C. (2021). Variations in partitive quotient strategy use by children who have been taught the part-whole fraction sub-construct. Canadian Journal of Science, Mathematics and Technology Education. https://doi.org/10.1007/s42330-021-00147-5
George, L. (2022). Investigating the link between poor mathematics achievement and youth marginalization in Jamaica. In S. Blackman (Ed.), Equitable education for marginalized youth in the Caribbean and Latin America (pp. 105-127). Routledge.
Mitchell, L., & George, L. (2022). Exploring mathematics anxiety among primary school students: Prevalence, mathematics performance and gender. International Electronic Journal of Mathematics Education, 17(1), em0692. https://doi.org/10.29333/iejme/12073
George, L., & Voutsina, C. (forthcoming). Children engaging with partitive quotient tasks: An analysis of child-created images through the lens of the Pirie-Kieren Model. Mathematics Education Research Journal.