Our Centre is comprised of a unique group of faculty members, interested in issues surrounding science, mathematics, and technology education.
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 | Douglas McDougall | |
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Research Overview My scholarship, teaching, and creative professional activity program focus on mathematics teaching and learning, the professional learning of teachers, technology-supported learning, and academic leadership. This work has been supported by research grants from the Social Sciences and Humanities Research Council (SSHRC), two grants from the Literacy and Numeracy Secretariat (Ontario Ministry of Education), a Nelson Publishing research grant, one Learning Consortium grant, two Ministry of Education Transfer grants, two school district research grants, and one Ministry of Education Implementation grant. In total, I have been awarded $631 048 of external funding. I have also received $35 066 in internal grants from SSHRC Institutional grants, University of Toronto funding, and other departmental sources. Research Grants and Contracts Chapters in Books McDougall, D., Wang, Z.*, & Wang, G. (2012). Canadian Mathematics Curriculum Standards Review (K-9). In Y, Cao (Ed.), Thirteen Countries Mathematics Curriculum Standards Review: Elementary to Junior high School (pp. 49-85). Beijing: Beijing Normal University. (in chinese) Radakovic, N.* & McDougall, D. (2012). From Static to Dynamic Representations of Probability Concepts. In Martinovic, D., McDougall, D. & Karadag, Z. (Eds), Technology in Mathematics Education: Contemporary Issues. Santa Rosa, CA: Informing Science Institute. McDougall, D.E. (2011). Strategies for improving mathematics understanding with at-risk Grade 9 students. In T. Sung (Ed.), Research report on support for underachieved students, ORM 2011-19-2 (pp. 187-198). (Translated into Korean, pp. 199-209). Seoul, Korea: Korea Institute for Curriculum and Evaluation. Karadag, Z.*, & McDougall, D. (2011). GeoGebra as a cognitive tool: Where cognitive theories and technology meet. In L. Bu & R. Schoen (Eds.), Model-Centered Learning: Pathways to mathematical understanding using GeoGebra (pp. 169-181). Rotterdam: Sense Publishers. McDougall, D.E. (2009). Teachers supporting teachers in using a ten-dimensions framework for improving elementary mathematics. In C. Rolheiser (Ed.), Partnerships for professional learning: Literacy & Numeracy initiatives, OISE, 58-64. Ross, J.A. & McDougall, D. E. (2006). Mathematics. In K. Leithwood, P. McAdrie, N. Bascia, & A. Rodrigue, A. (Eds.), Teaching for deep understanding: Towards the Ontario curriculum that we need (pp. 33-39). Thousand Oaks, CA: Corwin Publishing. Articles in Refereed Journals Radakovic, N.* & McDougall, D. (2012). Using dynamic geometry software for teaching conditional probability with area-proportional Venn diagrams. International Journal of Mathematical Education in Science & Technology, 43(7), 1-5. Stoilescu, D.* & McDougall, D. (2011). Gender Digital Divide and Challenges in Undergraduate Computer Science Programs. Canadian Journal of Education, 34(1), 308-333. Stoilescu, D.* & McDougall, D. (2010). Starting to Publish Academic Research as a Doctoral Student. International Journal of Doctoral Studies, 5, 79-92. Lee, J.* & McDougall, D.A. (2010). Secondary school teachers’ conceptions and their teaching practices using graphing calculators. International Journal of Mathematical Education in Science & Technology, 41(7), 857-872. Fantilli, R.* & McDougall, D.E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 825-841. Jang, E.E., McDougall, D.E., Herbert, M., Pollon, D., & Russell, P. (2008). Integrative mixed method data analytic strategies in research on school success in challenging circumstances. Journal of Mixed Methods Research, 2(3), 221-247. Zhao, N.* & McDougall, D.E. (2007). Cultural influence on Chinese students’ asynchronous online learning in a Canadian university. Journal of Distance Education, 22(2), 59-80. Ross, J.A., McDougall, D., Hogaboam-Gray, A. & LeSage, A.* (2003). A survey measuring elementary teachers’ implementation of strands-based mathematics teaching. Journal for Research in Mathematics Education, 34(4), 344-363. Math, Science & Technology |
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