MsCatherine McCluskey

Catherine's research is invested in uncovering young children's embodiment of mathematical ideas, spatial learning, spatial autonomy and the affordances of outdoor learning spaces, materials and contexts that invite young children's curiosity about spatial-mathematical ideas. Her research focuses on the use of qualitative, naturalistic methods that capture children's movement and engagement with spatial-mathematical ideas in their everyday contexts.

Catherine's MPhil research investigated pattern and structure within and beyond mathematical thinking to develop a generalised model of patterning across research domains. Her research examined how reasoning was embedded in the Australian Curriculum: Mathematics and highighted the potential of an interrelated, connected and holistic view of mathematical learning.

Catherine led whole site practitioner inquiries into mathematics/numeracy teaching and learning as a numeracy consultant (and lead numeracy teacher) with CESA. She also supported the publication of an early years numeracy assessment tool, continuums of learning for early years numeracy, professional learning for early years and primary years teachers and educators, and a site based publication All children are mathematicians documenting contextualised stories of mathematical learning and practice (R-7) connected to the Australian Curriculum: Mathematics and the Early Years Learning Framework for Australia.