Bakos, Sandy (PhD, 2023), The teacher–tool–mathematics ensemble: Before, during and after implementing TouchTimes

Videnovic, Milica (PhD, 2021), Mathematics professors' views on written and oral assessment in mathematics  

Larsen, Judy (PhD, 2020)

Rouleau, Annette (PhD, 2020), Mathematics teacher tension: Arising in, and through, their attempt to change practice.

Rodney, Sheree (PhD, 2022), Embodied curiosity in the mathematics classroom through the affordance of the geometer's sketchpad

Liu, Minnie (PhD, 2019), Students’ mathematical modelling behaviors: Strategies and competencies

Alsalim, Lyla (PhD, 2018), Using patterns-of-participation approach to understand high school mathematics teachers' classroom practice in Saudi Arabia

Kaur, Harpreet (PhD, 2017), Young children’s understanding of angles in a dynamic geometry environment

Sedaghatjou, Mina (PhD, 2017), Mathematical Tool Fluency: Learning Mathematics via Touch-based Technology

Truman, Jeffrey (PhD, 2017), Mathematical reasoning among adults on the autism spectrum: Case studies with mathematically experienced participants

Jayakody, Gaya (PhD, 2016), University first year students’ discourse on continuous functions: A commoginitive interpretation

Ng, Oi-Lam (PhD, 2016), Language, gestures and touchscreen dragging in school calculus: Bilinguals' linguistic and non-linguistic communication

Wells, Kevin (PhD, 2015), A conversation-gesture approach to recognizing mathematical understanding in group problem solving (teaching from the sidelines)

Chavoshi, Simin (PhD, 2015), Objective and subjective probability: Undergraduate student descriptions, examples, and arguments

Menz, Petra (PhD, 2015), Unfolding of Diagramming and Gesturing between Mathematics Graduate Student and Supervisor during Research Meetings

Udevi-Aruevoru, Ike (PhD, 2015), The relationship between variables that represent motivation and achievement in post-secondary mathematics

Venturini, Marta (PhD, 2015), How teachers think about the role of digital technologies in student assessment in mathematics

Chorney, Sean (PhD, 2014), From Agency to Narrative: Tools in Mathematical Learning

Subedi, Krishna (PhD, 2014), Dealing With Abstraction: Reducing Abstraction in Teaching (RAiT)

Ekol, George (PhD, 2014), Examining Constructs of Statistical Variability Using Mobile Data Points

Shipulina, Olga (PhD, 2013), Connecting Calculus with Reality through a Virtual Environment

Tabaghi, Shiva Gol (PhD, 2012), Using Dynamic Geometry to Explore Linear Algebra Concepts: the Emergence of Mobile, Visual Thinking

Susan Oesterle, Susan (PhD, 2011), Diverse Perspectives on Teaching Math for Teachers: Living the Tensions
Recipient of the Canadian Association for Teacher Education Award for her thesis.

Babb, Armando Preciado (PhD, 2011), Conversations held and roles played during mathematics teachers’ collaborative design: Two dimensions of interaction

Halmaghi, Elena (PhD, 2011), Undergraduate students’ conceptions of inequalities

Handscomb, Kerry (PhD, 2010), On the Psychological and Physiological Foundations of Structure in Geometry: A Study in Educational Neuroscience

Allan, Darien (PhD, 2009 2017), Student actions as a window into goals and motives in the secondary mathematics classroom

Chernoff, Egan (PhD, 2009), Subjective Probabilities Derived from the Perceived Randomness of Sequences of Outcomes

Mamolo, Ami (PhD, 2009), Glimpses of Infinity: Intuitions, Paradoxes, and Cognitive Leaps

Kavousian, Shabnam (PhD, 2008), Enquiries into Undergraduate Students’ Understanding of Combinatorial Structures

Businskas, Aldona (PhD, 2008), Conversations about Connections: How Secondary Mathematics Teachers Conceptualize and Contend with Mathematical Connections

Berezovski, Tanya (PhD, 2007), Exploring Pre-Service Secondary Mathematics Teachers’ Knowledge Through New Research Designed Methodology

Neel, Kanwal (PhD, 2007), Numeracy in Haida Gwaii, BC: Connecting Community, Pedagogy, and Epistemology

Gholamazad, Soheila (PhD, 2006), Pre-service Elementary School Teachers’ Experiences with Interpreting and Creating Proofs

Bogomolny, Marianna (PhD, 2006), The Role of Example-Generation Tasks in Students’ Understanding of Linear Algebra

Lucas, Calin (PhD, 2005), Composition of Functions and Inverse Function of a Function: Main Ideas, as Perceived by Teachers and Preservice Teachers

Percival, Irene (PhD, 2004), The Use of Cultural Perspectives in the Elementary School Mathematics Classroom

Stewart, Christine (PhD, 2003), Procedural Change in Mathematics: Tales of Adoption and Resistance