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Photo of Dr. Diane Tepylo

Diane Tepylo
PhD

Assistant Teaching Professor

Faculty of Education

Contact information

Education Building Downtown Oshawa
11 Simcoe Street North
Oshawa, ON

diane.tepylo@ontariotechu.ca


Bio

Dr. Tepylo earned her doctorate in Applied Psychology and Human Development (OISE) with a focus on mathematics teaching and learning and teacher learning within the STEM fields. In her teaching at Ontario Tech U, Diane places the learner at the center of instruction and focuses on building meaningful learning experiences in face-to-face and online environments. 

As an educator, Dr. Tepylo worked with K-12 students for 20 years, focusing on engaging struggling students while giving them the tools to make sense of science, technology, coding, and math. She loved (and still does) creating problem-solving and design challenges to build student learning.

For more information:

Courses taught

Bachelor of Commerce  

  • Business Mathematics I- BUSI 1915

Bachelor of Education

  • Coding and Communication I/S - EDUC 1311
  • Coding and Communication P/J - EDUC 2408
  • Intermediate-Senior Mathematics I - CURS 4140
  • Intermediate-Senior Mathematics II - CURS 4141

Bachelor of Arts (in Education)

  • Problem-based Learning - EDUC 4703 
  • Serious Games and Simulations - AEDT 4120

Research and expertise

  • Coding and K-12 education
  • Inclusive mathematics education (at-risk students, English language learners, culturally responsive pedagogy)
  • Learning through technology
  • Spatial reasoning in STEAM education
  • STEAM teacher development (pre-service and in-service)
  • Tepylo, D. Mamolo, A. & Petrarca, D. (2020) Preservice teachers’ learning of innovative pedagogy: learning to code, coding to learn. Higher Education in Transformation Symposia 2020. Centre for Higher Education Research, Policy & Practice.
  • Lesage, A., Kay, R., & Tepylo, D. (2019) A flipped-classroom approach to supporting at-risk university mathematics students: shifting the focus to pedagogy. 12th International Conferences of Education, Research & Innovation (pp. 5481-5486) DOI: 10.21125/iceri.2019.1315
  • Tepylo, D.H. (2018). Using a Clinical Interview-Lesson Study Approach to Broaden Teachers’ Understanding of Geometry and Spatial Reasoning. Proceedings of the Canadian Mathematics Education Study Group 2018, Squamish, BC, Canada.
  • Tepylo, D.H., Moss, J. & Stevenson, C. (2015) A developmental look at a rigorous block play program.  YC-Young Children. National Association for the Education of Young Children, Washington, DC. http://www.naeyc.org/yc/node/305
  • Hawes, Z., Tepylo, D.H., & Moss, J. (2015) Developing spatial reasoning. In Davis, B. (Ed) Spatial Reasoning in the Early Years: Principles, Assertions, and Speculations. The Spatial Reasoning Study Group. Routledge: New York, NY.
  • Matthews, A., McEachern, A., & Tepylo, D.H. (2015) Mathematics & Coding Tasks. Working Group Report. Math + Coding Symposium. June 2015. University of Western Ontario, London, ON. http://www.researchideas.ca/coding/proceedings.html