Catharina W. Middleton

Dr. Catharina W. Middleton serves as Assistant Professor and Coordinator of Early Childhood Education in the Department of Education, College of Education and Social Sciences at Coastal Carolina University. Previously, she held an Assistant Professor position in Mathematics Education at East Carolina University, bringing extensive K-12 experience including 14 years as a public school teacher and National Board Certification as an Early Childhood Generalist.

Her academic credentials include:

• Bachelor of Arts in Elementary Education (Biology concentration) from North Carolina Central University
• Master of Education in K-8 Mathematics Education from University of North Carolina at Chapel Hill
• Ph.D. in Culture, Curriculum and Change (Elementary Mathematics Education concentration) from University of North Carolina at Chapel Hill (2013)

Dr. Middleton's research centers on early childhood mathematics and science education through inquiry-based instruction and formative assessment. She investigates how professional development, school-level factors, and teacher characteristics influence instructional practices and student learning opportunities. Her work particularly addresses preservice teachers' development of high-quality mathematics instruction frameworks, informed by her background as a district mathematics specialist and instructional coach.

Analysis of her 2016-2018 publications reveals consistent focus on primary mathematics education, examining technology-enhanced formative assessment tools, TPACK development, and professional development impacts on student achievement. Her collaborative research demonstrates methodological diversity across journal articles and handbook chapters, with strong emphasis on practical classroom applications.

No scientific awards were documented in the source materials.

Dr. Middleton has managed research grants and served as project manager for mathematics education initiatives. Her professional trajectory—from classroom teacher to district specialist to academic researcher—provides unique perspective for mentoring future educators and developing practitioner-focused research. She maintains active engagement with K-12 mathematics education communities through her coordinator role and research partnerships.