Research Team


P. Taylor

Peter Taylor, Queen's University, Director
Peter is a professor in the Department of Mathematics and Statistics at Queen’s University, cross-appointed to the Department of Biology and the Faculty of Education. His area of research is theoretical evolutionary ecology, particular the evolution of cooperative behaviour. He is a 3M Fellow, a Fellow of the Fields Institute and is past Chair of the Education Committee of the Canadian Mathematical Society. He has done extensive curriculum writing with the Ontario Ministry of Education and as preparation for this, he taught two semesters in high school.

M. Cabral

Mike Cabral, Queen's University
Mike studied mathematics and philosophy at Queen’s. He then taught English as a second language for two years in South Korea, before returning to Queen’s for a Master’s degree and now a doctorate in mathematical biology. An instructor for MathQuest, a summer program run at Queen’s for high school girls interested in math, Michael has developed a keen interest in mathematics education and looks forward to working with the workshop group this summer.

S. Knebel

Stefanie Knebel, Queen’s University
Stefanie completed a BAH with a concentration in Psychology in 2011 and is currently completing a MSc in Mathematics at Queen's. In the past, she has assisted with research on early childhood learning and development, as well as Alzheimer's and dementia in elderly populations. Since joining the Department of Mathematics & Statistics, she has become interested in studying mathematical biology and evolutionary game theory. The donkey’s name is Sweetey––Stefanie spent a summer month volunteering on a farm before coming to Queen's.

D. Lala

Divya Lala, Queen's University
Divya is an MSc student in the Mathematics Dept at Queen`s studying Math Education. Divya received a BSc in Mathematics from the University of Waterloo. She started studies as a Physics major, but moved her focus to Applied Mathematics. During her undergraduate years she worked part-time and a high school math tutor, giving them insights into the way mathematics can be used to model everyday life. Divya’s main interest in Math Education is to find creative ways of bringing applied mathematics into the high school curriculum.

A. Mamolo

Ami Mamolo, UOIT
Ami obtained her Ph.D. in 2009 from Simon Fraser University and is now Assistant Professor of Mathematics Education at the University of Ontario Institute of Technology, and Adjunct Professor in the Graduate program in Education at York University. Her primary research interests focus on mathematical reasoning and understanding. She is particularly interested in how creative approaches to math teaching and learning can conceptual growth, meaningful engagement, and enjoyment with mathematics. Her current work explores teachers' knowledge of mathematics in issues of social justice.

K. Ouellet

Kariane Ouellet, Queen's University
Kariane has a BSc in Mathematics and Education from McGill University and is currently completing a MSc in Mathematics at Queen's. She is an experienced tutor and loves to show her students how awesome math really is. Her current quest is to “make math more tangible and useful in the everyday life of the high school student” and her research in the project will be to better understand the relationship between physical “hands-on” experience and manipulation of objects in the computer screen.

Advisory Board

S. Broekhoven

Siobhain Broekhoven, Queen's University
Siobhain is a mathematics, physics and special education teacher. She is the Director of Math Quest, a summer program of the Department of Mathematics and Statistics at Queen’s University which is sponsored by the Canadian Mathematics Society and focuses on experiential learning. She loves all things math and has a history of volunteering for fun math events like Pi Day, the Math Olympics and Explore Mathemagics. She also has a history of being in a lot of math clubs when she was a kid (including KCVI school champion Euclid Math Contest) and would have loved to have been able to do math in the summer too. Yay Math10!

While doing her physics undergrad at Queen’s she started playing with radio waves… because she loves hands-on fun with the wave equation. (While editing digital files, we must recognize the shape of the sound wave and the location of x-axis to cut all a<x<b and finally at the end “normalize” the file.) This photo is taken in Control Room 1 @ CFRC just after an interview. Siobhain is currently the CFRC Radio Club President. She has produced many radio shows highlighting math education and current research as well as exceptional learners and social justice.

C. Bruce

Catherine Bruce, Trent University
Catherine is a Full Professor and Dean of the Trent University School of Education and Professional Learning. She is also the Director of Trent’s Centre for Teaching and Learning. Catherine is a co-Principal Investigator of the Math for Young Children (M4YC) project. She was awarded a SSHRC Research Grant in 2013 to continue this research on early mathematics and young children’s spatial reasoning which has allowed her to expand her work in Ontario classrooms. A former classroom teacher, Cathy teaches mathematics methods courses at Trent where she brings her passion for mathematics teaching and learning to teacher candidates. In 2012–2013, Cathy was honoured to receive the prestigious Ontario Confederation of University Faculty Associations Award (OCUFA) for teaching excellence and innovation. Key areas of research include teacher and student efficacy, the effectiveness of alternative models of professional learning for teachers, the use of technology in the mathematics classroom, as well as teaching and lea rning in the difficult-to-learn areas of fractions and algebra. Cathy brings to this work 14 years of classroom teaching experience and 14 years in academia. She is passionate in her conviction that all learners are capable of success in mathematics, from the young student to the experienced educator.

S. Findleton

Suzanne Findleton, Queen's University
Suzanne has a BScH in Mathematics from Queen's University and an MMATH in Pure Mathematics from the University of Waterloo. Although she always liked math in school, Suzanne's true interest in the subject was sparked when she attended a CMS mathematics camp at the age of 15. She recalls being "being totally baffled at the fact that there is an entire branch of mathematics dedicated to the study of knots; and that it is useful". Since then, Suzanne has taken an interest in teaching mathematics. Two summers ago, she worked as a mentor for Queen's Math Quest where she gave workshops on group theory, drumming and solving a Rubik's cube. She is very excited to be a part of Project Math10.

G. Gadanidis

George Gadanidis, Western University
George is a Professor of Math Education at Western University and is internationally known for his work incorporating ideas of coding into the mathematics curriculum. He works at the elementary school level (Grades 4-8) and spends 50-60 days each year in school classrooms, collaborating with teachers to design cool ways of engaging young children with big math ideas. His professional domain is wide-ranging covering mathematics, technology and the arts.

M. Lovric

Miroslav Lovric, McMaster University
Miroslav is a professor of mathematics at McMaster University. He has taught mathematics courses to math and stats majors, as well as to life sciences, engineering and arts and science students.

Miroslav works on both mathematics and mathematics education research. With researchers and graduate students from McMaster Health Sciences he has been modelling the development of allergic asthma and severity of allergic reaction to peanuts in children. Using game-theoretic approach, he studies the growth of certain types of cancers. His math education research involves studying transition from secondary to tertiary mathematics, interdisciplinary approaches to teaching mathematics, and the use of computer programming to problem-solve in mathematics.

Miroslav is interested in connections between mathematics, art and architecture. He published papers, and lectures on the ways developments in mathematics reflect in art, about the concept of space, and about the interaction between architecture and geometry. He co-wrote an essay for an art exhibit at McMaster. A paper he enjoyed working on quite a bit is based on his research about symmetries of mosaics in Alhambra palace in Granada, Spain.

A. McEachern

Andrew McEachern, Queen's University
Andrew is a Coleman Post-doctoral Fellow at Queen's University. He has taught introductory calculus at a few post-secondary institutions, and now teaches introductory game theory.

He enjoys working on interesting problems, like taking a look at the structure of DNA sequences and seeing what sort of useful patterns emerge. Sharing mathematics of all kinds is one of his passions, and demonstrating its use in every discipline, even fine art, is certainly one of his goals. He is a science enthusiast, and an all-around nerdy guy.

J. Mendaglio

Judy Mendaglio
Judy Mendaglio is a retired secondary mathematics teacher and department head from the Peel District School Board. She is a Sessional Lecturer at Western University, teaching in their Master of Professional Education program.She has always been, and continues to be, very active in the math ed community. She is a long-serving member of the executive of the Ontario Association for Mathematics Education and the Credit Humber Association for Mathematics Promotion. She is a member of the Fields Institute's MathEd Forum Steering Committee as well as their Centre for Mathematics Education. She continues to be involved with writing support materials for classroom teachers and math ed leaders.

Judy has had the extreme good fortune to share her love of mathematics with students in elementary, secondary, college, and university. She is always looking for new and better ways to connect students, teachers, and parents with mathematics. In recent years, her focus has been on building student capacity to think mathematically and to develop language to describe their thinking.

K. Petrovai

Kinga Petrovai
Kinga is a PhD student in Mathematics Education at Oxford University. Her doctoral research investigates how mathematics teachers integrate and innovate with tablets in the middle school classroom.

Kinga earned a master’s degree from Harvard University in Technology, Innovation, and Education and is certified as a secondary mathematics and physics teacher by the Ontario College of Teachers in Canada. Prior to formally entering the field of education, Kinga earned a bachelor’s degree in Electrical Engineering at Carleton University (Ottawa, Canada) and worked as an engineer for over five years at a Canadian Crown Corporation.

Kinga has worked on a variety of educational projects in North America and the UK. She has designed and run an innovative mentoring program for high school girls, and has experience as a volunteer in a school for dyslexic students. She has designed and taught workshops on the use of technology in teaching to teacher education students at Oxford.

While working towards her doctorate, Kinga is also a Junior Dean at St Catherine’s College, Oxford.

J. Pyper

Jamie Pyper, Queen's University
Jamie is Assistant Professor of Mathematics Education at Queen’s University and Graduate Faculty Coordinator of the Mathematics, Science and Technology Education Group.

Jamie's journey in teaching, research, and service is encapsulated through a lens he calls the “MathPerceptionProject.” This emphasizes the interconnectedness of his teaching, research, and service, and the necessary collaboration of the many stakeholders to better understand, and then improve the teaching and learning of mathematics. Aspects of creativity, beauty and aesthetics, efficacy, and knowing-to, naturally collaborate in the expression of a space for thinking mathematically. An apt metaphor at the moment may be the kaleidoscope; subtle turns of the lens provides new, different, exciting, and possibly inspiring images through the blending, symmetry, refraction, and reflection, leading to new, different, exciting, and possibly inspiring perceptions of mathematics.

N. Sinclair

Nathalie Sinclair, Simon Fraser University
Nathalie is a Professor in the Faculty of Education, an associate member in the Department of Mathematics and the Canada Research Chair in Tangible Mathematics Learning at Simon Fraser University. She is also the editor of Digital Experiences in Mathematics Education. Her main areas of research stem from her interests in aesthetics and embodiment, with has found recent focus in the teaching and learning of geometry at the primary school level, particularly with dynamic geometry software. She is the author of Mathematics and Beauty: Aesthetic Approaches to Teaching Children (2006), co-author of Mathematics and the body: Material entanglements in the classroom (2014) published by Cambridge University Press and of Developing Essential Understanding of Geometry for Teaching Mathematics (2012), among other books.

W. Whitely

Walter Whiteley, York University
Walter Whiteley was an undergrad in Mathematics and Physics at Queen's University, Ph.D. student in Mathematics at MIT, an Instructor in Mathematics and Humanities at Champlain Regional College (CEGEP) for 20 years, and since 1994 Professor of Mathematics and Statistics at York University, and a member of the Graduate program in Education. As a practicing geometer, Walter practices spatial reasoning daily and applies spatial reasoning in Structural Engineering, Mechanical Engineering, Biochemistry, Computational Geometry and Mathematics Education. He is strong believer that spatializing any problem adds insights into the concepts and solutions, and is essential to understanding and solving some key problems.