Claire McGillivray, BSh in Mathematics and Master of Education student at Queen’s University, has devoted herself to the ongoing process of decolonizing mathematics in high school. In her quest to make mathematics education meaningful and relevant for all learners, Claire is amplifying the voices of teachers and Indigenous peoples through her research.
“The pivotal moment arose when my supervisor, Dr. Nenad Radakovic, was teaching a BEd class. He told a story about a Mi’kmaq author who would weave baskets and measure their circumference by wrapping material around their thumb,” Claire shares. “I retold this story over email to a former professor (now friend) of mine, and this led to many conversations about cognitive imperialism, Indigenous ways of knowing, and Eurocentrism embedded in math education.”
When her former professor sent her an article by A. J. Bishop called “Mathematics: The Secret Weapon of Cultural Imperialism,” Claire’s worldviews about mathematics were shattered. “Mathematics as a weapon?” she recalls asking herself. “Mathematics has cultural ties and values? This article, and the subsequent conversations I had with my professor-friend and others, impacted me so thoroughly that there was no way I could possibly pursue any other topic during my MEd.”
What Claire loves most about the MEd program is the array of opportunities it provides to connect with other scholars and community members. “I received constant, extraordinary support from my supervisor,” Claire shares. “My most memorable experiences were attending the Canadian Mathematics Education Study Group (CMESG) and connecting with many amazing scholars there. The second is attending Anishinaabemowin classes at the Kingston Native Centre and Language Nest.”
At this point in Claire’s research, Claire is confident that creating a classroom environment where all students feel safe, valued, and heard is an essential starting point. “Math brings about a sea of emotions and anxieties in many of us, and we can weather them much better if we all feel supported and connected throughout that journey,” Claire expresses. “I believe it is also very important to have open conversations with students about how math in general can be used in the world, and how such uses impact people and the environment. With great (mathematical) power comes great responsibility!”
After Claire’s MEd, she is headed to Simon Fraser University to complete her PhD in math education. Inspired by her curiosity in embodied mathematics, math decolonization, logical reasoning, and de-streaming, there are many places Claire’s journey might take her. “My goal is expanding my worldview and learning how I can best support folks as they come to know maths,” Claire shares. “All of the plans I held upon beginning my Masters have since radically changed, and I expect no less for my PhD!” No matter which path Claire takes, thanks to her research, the future promises positive change in mathematics education.
About the Author
Juliette Silveira is a final year Education student at Queen’s University. In 2024, she completed her Bachelor of Arts (Honours) Degree at Queen’s University with a Minor in Dramatic Arts and a Major in English Language & Literature. In July 2025, she will complete her Bachelor of Education degree through the Concurrent Education program. Juliette has spent her time at Queen’s learning to become an Intermediate/Senior Drama and English teacher, and she has focused on Indigenous teacher education through the ITEP program. Passionate about cultivating students’ creativity and critical thinking, Juliette is eager to bring her experience as an actress, musical theatre teacher, creative writer, and literary analyst into her classroom.