Catharina W. Middleton, Ph.D.
Assistant Professor, Coordinator of Early Childhood Education
“Learning and teaching should not stand on opposite banks and just watch the river flow by; instead, they should embark together on a journey down the water. Through an active, reciprocal exchange, teaching can strengthen learning and how to learn.” ---Loris Malaguzzi
Dr. Catharina W. Middleton is most recently from Greenville, NC where she was an Assistant Professor of Mathematics Education at East Carolina University. She earned her Bachelor of Arts degree in Elementary Education with a biology concentration from North Carolina Central University in Durham, NC and her Master of Education degree in K-8 Mathematics Education from the University of North Carolina at Chapel Hill. She taught public school for 14 years and earned her National Board Certification as an Early Childhood Generalist in 2000. Dr. Middleton has also served as an instructional coach, grant project manager, and district mathematics specialist. She received a Ph.D. in Culture, Curriculum and Change with a concentration in elementary mathematics education from the University of North Carolina at Chapel Hill in 2013.
Dr. Middleton is an avid hiker and loves to travel. She also has a passion for cooking and metalworking.
Early Childhood Mathematics and Science Education, Inquiry-based Instruction, Formative Assessment
Polly, D., Wang, C., Martin, C. S., Lambert, R., Pugalee, D. K., & Middleton, C. (2018). The influence of mathematics professional development, school-level, and teacher-level variables on primary students’ mathematics achievement. Early Childhood Education Journal. 46(1), 31-45.
Grady, M., Sinicrope. R., Preston, R. V., Cayton, C., Schwartz, C., Adu-Gyamfi, K., Middleton, C., & Hill, D. B. (2017). Literate mathematics educator’s quiz: Updated for a new century. Centroid. 43(1), 3-6.
Polly, D., Wang, C., Martin, C. S., Lambert, R., Pugalee, D. K., & Middleton, C. W. (2017). The influence of an internet-based formative assessment tool on primary grades students’ number sense achievement. School Science and Mathematics. 117(3-4), 127-136.
Polly, D., Martin, C. S., Wang, C., Lambert, R., Pugalee, D. K., & Middleton, C. (2016). The influence of professional development on primary teachers’ TPACK and use of formative assessment. In M. Niess, K. Hollebrands, & S. Driscoll (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 31-45). Hershey, PA: IGI Global.
Factors that influence teachers’ instructional practice and students’ opportunity to learn, professional development, as well as preservice teachers’ development of a vision for high-quality mathematics instruction.