Carrie La Voy

Carrie La Voy supports capacity-building efforts in mathematics education through her role as a Teaching Professor in the Department of Curriculum and Teaching at the University of Kansas. Since joining the faculty full-time in 2010, she has dedicated her career to enhancing the educational experiences of both elementary and secondary students. Her academic journey is deeply rooted in the University of Kansas, where she earned her Ph.D., MSE, and BSE, equipping her with a robust foundation in educational theory and practice. La Voy's research interests are centered on the innovative differentiation of assessment and instruction within mathematics education. She is particularly passionate about developing effective strategies to tailor educational experiences to meet diverse student needs, ensuring that all learners can achieve their full potential. Her work extends to the training of pre-service teachers, preparing the next generation of educators to implement these differentiated strategies in their own classrooms. In addition to her research and teaching responsibilities, La Voy has been recognized for her outstanding contributions to education with several awards for teaching excellence. Her commitment to fostering an engaging and inclusive learning environment has earned her accolades from both students and colleagues alike. Beyond her university duties, La Voy actively participates in professional advisory boards related to education. Her involvement in these boards allows her to contribute to broader educational policy discussions and initiatives, further amplifying her impact on the field. Through these roles, she collaborates with fellow educators and policymakers to advocate for effective teaching practices and policies that support student success. Carrie La Voy's dedication to mathematics education and her innovative approach to instruction and assessment continue to influence the educational landscape. Her work not only benefits her students at the University of Kansas but also contributes to the broader discourse on effective teaching methodologies in mathematics education.