Rate My Professor Chelsea Cutting

Dr Chelsea Cutting is a Senior Lecturer in the School of Education within the College of Education, Behavioural and Social Sciences at Adelaide University. She obtained her PhD from RMIT University in 2023 with a dissertation entitled 'Exploring the efficacy of a spatial reasoning approach to teaching and learning fractions in the early years.' Her research interests focus on spatial reasoning, mathematics education including fractions in the early years, STEM education development through play, activating and assessing students' prior knowledge, bounded learning progressions in play-based contexts, self-determined learning in virtual makerspaces, design-based research in mathematics education, technology-enhanced learning environments for spatial reasoning, formative video feedback in online mathematics education, and 360-degree video for pre-service teacher development. Cutting is eligible to co-supervise Masters and PhD students and participates in the Early Learning STEM Australia: STEM in Schools F-2 project funded by the Commonwealth Department of Education, Skills and Employment.

Cutting maintains a robust publication record in prominent education journals. Selected key publications include: Cutting, C. (2025). Beyond counting: Spatial reasoning. Every Child, 31(2), 20-22; Cutting, C., & Lowrie, T. (2023). Steering STEM education development through play. Research Outreach, 134, 1-2; Cutting, C., Unsworth, P., & Trewartha, B. (2023). Unpacking a framework for activating and assessing student's prior knowledge. Australian Primary Mathematics Classroom, 28(2), 3-7; Cutting, C., & Lowrie, T. (2023). Bounded learning progressions: a framework to capture young children's development of mathematical activity in play-based contexts. Mathematics Education Research Journal, 35(2), 317-337; Fowler, S., Cutting, C., Fiedler, S. H. D., & Leonard, S. N. (2023). Design-based research in mathematics education: trends, challenges and potential. Mathematics Education Research Journal, 35(3), 635-658; Fowler, S., Cutting, C., Kennedy, J., Leonard, S. N., Gabriel, F., & Jaeschke, W. (2022). Technology enhanced learning environments and the potential for enhancing spatial reasoning: a mixed methods study. Mathematics Education Research Journal, 34(4), 887-910; Cutting, C., & Larkin, K. (2020). The impact of weekly formative video feedback on pre-service teachers' experiences in online mathematics education. Mathematics Teacher Education and Development, 23(1), 74-90. In 2024, she received the Citation for Outstanding Contributions to Student Learning from Universities Australia for embedding digital Responsive Micro Teaching as a formative feedback strategy to enhance pre-service teachers' learning experiences in online mathematics education. She coordinates undergraduate courses such as Spatial Reasoning and Mathematics Education 1.