Kate Quane is a Researcher and Senior Lecturer in Mathematics  Education. Kate researches the intersectionality of mathematics education and inclusive education with a particular interest in students' experiences in small regional schools and students who are Hard of Hearing. Kate's other research interests include how students and teachers communicate their mathematical understanding, particularly during problem solving.  
Kate's current research draws heavily on her PhD studies which investigated young children's attitudes towards mathematics. She has developed qualitative research techniques, a conceptual framework and analytical tools to successfully research attitudes towards mathematics. The research used children’s drawings, a written description of their drawing, semi-structured interviews and observations of mathematical learning experiences allowing for a multi-perspective exploration of children’s attitudes. The study investigated an under-researched area of mathematics education and makes a significant contribution to our understanding of the range and nature of attitudes towards mathematics held by children, which has implications for their engagement with learning mathematics. As well as contributing to the literature on attitudes, the findings have provided insights into other areas of research such as the roles played by Growth Mindset beliefs, multiple representations and students’ classroom behaviours during mathematical tasks.
Kate has taught in a range of settings and contexts in Australia and was a Curriculum Leader of Mathematics. Kate contributed to the review of the General Mathematics curriculum for Queensland and has contributed to several secondary mathematics textbooks. Kate is a member of the Research in Education and Social Inclusion group.