Diane Tepylo
PhD
Associate Teaching Professor
Faculty of Education
Contact information
Charles Hall
- Room 336
Downtown Oshawa
61 Charles Street
Oshawa, ON L1H 4X8
905.721.8668 ext. 3768
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 University, 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
- BUSI 1915U - Business Mathematics I
Bachelor of Education
- EDUC 1311U - I/S Coding and Communication
- EDUC 2408U - P/J Coding and Communication
- CURS 4140U - Curriculum Studies: I/S Mathematics I
- CURS 4141U - Curriculum Studies: I/S Mathematics II
Bachelor of Arts, Educational Studies
- EDST 1000U - Foundations of Learning
- EDST 1100U - Problem and Inquiry-Based Learning
- EDST 3170U - Developing Numeracy
- EDST 4000U - Inquiry and Professional Practice
- EDST 4120U - Games and Simulations for Learning
- EDST 4610U - Coding and Maker Pedagogies for Young Children
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