Dennis DeBay's perspective on mathematics and math education goes further than numbers. It is about using an equity approach to encourage lasting wonder in the learning of mathematics. Most recently, his interests include using technological learning environments as a mediating factor between the teaching and learning of mathematics in formal and informal settings.
Areas of Expertise
- STEM teacher preparation
- Equity in Mathematics Education
- Technology in STEM Education
Education, Licensure & Certifications
- PhD. Boston College (2013)
- MEd. Boston College (2008)
- B.Sc. Dalhousie University (Canada) (2001)
2019 SEHD Outstanding Award in teaching - IRC Faculty
His current research interests include preparing secondary school teachers to teach mathematics effectively, understanding teachers’ ideas of teaching mathematics for social justice, and providing support for novice teachers in how to mediate teaching and learning mathematics through rich technological experiences.
Publications and Presentations
- Johnson, H. L., Dunlap, J. C., Verma, G., McClintock, E., DeBay, D. J., & Bourdeaux, B. (2018). Video-Based Teaching Playgrounds: Designing Online Learning Opportunities to Foster Professional Noticing of Teaching Practices. TechTrends, 1-10.
- DeBay, D. (2017). 21st Century urban renewal: Mathematical understanding of real-world graphical data using geospatial technologies. Journal of Education. 197 (1). 117-154.
- DeBay, D., et al. Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology.(2016) Improving K-12 Stem Education Outcomes through Technological Integration. Eds. Urban, Michael J. and David A. Falvo. Hershey, PA: IGI Global, 2016. 235-58. Print.