Douglas McDougall is a Professor of Mathematics Education in the Department of Curriculum, Teaching and Learning as well as Editor-in-Chief of the Canadian Journal of Science, Mathematics and Technology Education. Douglas was the former Associate Dean, Programs and Chair of the Department of Curriculum, Teaching and Learning and Director of the Centre for Science, Mathematics and Technology Education. He has also played an active role as the chair of numerous department and university committees.
Douglas’s research interests are focused on mathematics teaching and learning, teacher education and collaboration, technology-supported learning, academic leadership and reciprocal learning. His work has been supported by several research grants from the Social Sciences and Humanities Research Council (SSHRC), University of Toronto funding, and other sources.
- Chen, Y., McDougall, D., Chor, A., Zheng, C., & Spencer-Burgess, L. (2019, June). The influence of culture on mathematics teaching between Canada and China through co-teaching in a Canada-China reciprocal learning project: A case study. Paper presented at the Canadian Society for the Study of Education (CSSE), Vancouver, BC.
- Xie, S., Ma, Y., Zhu, S., & McDougall, D. (2019, October). Primary mathematics teachers’ professional noticing: Teaching understanding through reciprocal learning perspective between China and Canada. Paper presented in the Sixth Annual International Conference on Reciprocal Learning, Windsor, ON.
- Chen, Y., McDougall, D., Chor, A., & Zheng, C. (2019, October). Teacher collaboration on critical thinking tasks in mathematics classrooms: Teacher learning in a Canada-China Partnership Project. Paper presented in the Sixth Annual International Conference on Reciprocal Learning. Windsor, ON.
- Jao, L., & McDougall, D. (2016). Moving beyond the barriers: Supporting meaningful teacher collaboration to improve secondary school mathematics. Teacher Development, 20(4), 557-573.
- Qiu, M. & McDougall, D. (2015). Influence of group configuration on online discourse reading. Computers & Education, 87, 151-165.