Kate Quane
Biographic Data
| ID | 6689003 |
|---|---|
| NAME | Kate Quane |
| GIVEN NAMES | Kate |
| FAMILY NAME | Quane |
| SIGNATURE | QUANE K |
| AFFILIATIONS | University of South Australia |
| ORCID | 0000-0003-0405-0788 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Introducing the use of KWS in Mathematics in Early Childhood
The use of semiotic resources in the teaching and learning of mathematics has a rich, well-established history in mathematics education, with gestures, and embodied actions recognised as central to supporting young children’s mathematical learning. Key Word Sign (KWS) is a multimodal augmented communication strategy that combines signs and voice. There is a dearth of research that explores the use of KWS as an intentional communication strategy t…
Observing Mathematical Learning Experiences in the Primary Years to Examine How Attitudes Towards Mathematics Are Enacted in the Classroom
Observing students during mathematical learning experiences provides great insights into their mathematical experiences. Traditionally, observations in the mathematics classroom had a cognitive focus, examining teacher practice or students’ conceptual understanding and engagement in mathematics. There is a dearth of research that uses classroom observations to observe how affective factors, such as attitudes towards mathematics, are enacted durin…
Insights into children who are hard of hearing and their attitudes towards mathematics
No prominent works on this page.
Observing Mathematical Learning Experiences in the Primary Years to Examine How Attitudes Towards Mathematics Are Enacted in the Classroom
Observing students during mathematical learning experiences provides great insights into their mathematical experiences. Traditionally, observations in the mathematics classroom had a cognitive focus, examining teacher practice or students’ conceptual understanding and engagement in mathematics. There is a dearth of research that uses classroom observations to observe how affective factors, such as attitudes towards mathematics, are enacted durin…
Insights into children who are hard of hearing and their attitudes towards mathematics
Introducing the use of KWS in Mathematics in Early Childhood
The use of semiotic resources in the teaching and learning of mathematics has a rich, well-established history in mathematics education, with gestures, and embodied actions recognised as central to supporting young children’s mathematical learning. Key Word Sign (KWS) is a multimodal augmented communication strategy that combines signs and voice. There is a dearth of research that explores the use of KWS as an intentional communication strategy t…
Cognitive and developmental aspects of mathematical skills (3 works) · Mathematics Education and Teaching Techniques (2 works) · Early childhood (1 work) · Early Childhood Education and Development (1 work) · Educational Environments and Student Outcomes (1 work) · Embodied cognition (1 work) · Inclusion (mineral (1 work) · Innovative Education and Learning Practices (1 work) · Mainstreaming (1 work) · Mathematics education (1 work)