Rate My Professor Belinda Trewartha

Ms Belinda Trewartha is a Lecturer in the School of Education, College of Education, Behavioural and Social Sciences at Adelaide University. She is an Early Childhood Education Specialist with a broad knowledge base and over thirty years of experience spanning Australia and international settings. Specialising in mathematics and science for early childhood, her academic interests encompass digital pedagogy, authentic assessment, and culturally responsive practices. Committed to making mathematics accessible to young children, anxious parents, and educators, she currently pursues an Educational Doctorate investigating authentic assessment in early years mathematics. She also contributes to research on engaging children who are deaf, deafened, or hard of hearing (d/D/HoH) in mathematics. Trewartha coordinates and delivers key undergraduate and postgraduate courses, including Early Numeracy (EDUCX102), Exploring Mathematics through Play (EDUC3001), Science and Technologies for Young Children (EDUC3002), and Mathematics and Science Education (Birth to 5) (EDUC6059).

Her scholarly output includes collaborative publications advancing inclusive mathematics education. Notable works are: Cutting, C., Unsworth, P., & Trewartha, B. (2023). 'Unpacking a framework for activating and assessing student's prior knowledge', Australian Primary Mathematics Classroom, 28(2), 3-7; Gaunt, L., Quane, K., Trewartha, B., & Porta, T. (2025). 'Universal Design for Learning for Mathematics Education', in Unlocking Minds in Mathematics Education: Proceedings of the 47th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA), pp. 46-49; Quane, K., Trewartha, B., Gaunt, L., Stigwood, E., & Twose, Z. (2025). 'The use of Key Word Sign to support early mathematical experiences', in the same MERGA proceedings, pp. 50-53; and Quane, K., Trewartha, B., Gaunt, L., Stigwood, E., Twose, Z. (2025). Early Childhood Webinar Series: 'Using Key Word Sign to Support Early Mathematical Concept Development'. These contributions support innovative pedagogical strategies in early childhood education.