Rate My Professor Kate Quane

Dr Kate Quane is a Senior Lecturer C in Mathematics Education in the School of Education, College of Education, Behavioural and Social Sciences at Adelaide University. She earned her Doctor of Philosophy from the University of South Australia between 2017 and 2021, with a thesis titled 'Investigating young children's attitudes towards mathematics: Evidence from children’s drawings,' submitted in August 2020. Additional qualifications include a Master of Educational Studies from the University of Queensland (2014-2015), Graduate Certificate in Mathematics from Charles Sturt University (2005-2007), Certificate IV in Auslan from Canberra Institute of Technology (2002-2004), Bachelor of Education (1999), and Bachelor of Teaching (1996-1999) from the University of Wollongong. Prior to her academic career, Quane taught for 18 years in primary and secondary schools across Australia, where she served as Curriculum Leader of Mathematics, contributed to the review of Queensland's General Mathematics curriculum, and provided content for several secondary mathematics textbooks. She held Lecturer positions at the University of South Australia from 2020 to 2025 before transitioning to her current role.

Quane's research examines the intersectionality of mathematics education and inclusive education, with particular emphasis on students' experiences in small regional schools and those who are Hard of Hearing. Her work explores how students and teachers communicate mathematical understanding, especially during problem solving, and investigates young children's attitudes towards mathematics through qualitative methods such as drawings, written descriptions, semi-structured interviews, and classroom observations. Notable publications include 'Role of porridge words in students' mathematical thinking' (Mathematics Education Research Journal, 2025), 'Insights into children who are hard of hearing and their attitudes towards mathematics' (International Journal of Inclusive Education, 2025), 'Observing mathematical learning experiences in the primary years to examine how attitudes towards mathematics are enacted in the classroom' (Education Sciences, 2025), 'The confluence of attitudes towards mathematics and pedagogical practice: evaluating the use of mathematical manipulatives' (Mathematics Education Research Journal, 2024), 'Rainbows, presents, zombies, and Frankenstein's monster: insights into young children's attitudes towards mathematics' (International Journal of Education in Mathematics, Science and Technology, 2024), and 'Draw yourself doing mathematics: developing an analytical tool to investigate the nature of young children's attitudes towards mathematics' (Mathematics Education Research Journal, 2023). She has received grants including one for developing mathematical thinking in early years multi-age classrooms in inner regional South Australian schools (2022-2023) and another for creating a Key Word Sign and Mathematics Program for the early years (2025). Quane presents webinars, such as 'The use of Key Word Sign to support early mathematical learning' (2025), supervises Masters and PhD students as co-supervisor, and teaches primary mathematics education courses. She is a member of the Australian Association for Research in Education, Mathematics Education Research Group of Australasia, Australian Association of Mathematics Teachers, and National Council of Teachers of Mathematics.