By Professor Kim Caroline Beswick

Books

Beswick K, 2021, Teaching mathematics: Foundations to middle years (3rd ed.), Oxford University Press

Beswick K, 2020, Mathematics teacher educators as developing professionals

Beswick K, 2015, Teaching mathematics: Foundations to middle years (2nd ed.), Oxford University Press

Beswick K, 2013, Teaching mathematics: Foundation and intermediate phase, Oxford University Press Southern Africa

Beswick K, 2012, Educational research and professional learning in changing times: The MARBLE experience, Sense Publishing, http://ecite.utas.edu.au/78866

Beswick K, 2011, Digging into Australian data with TinkerPlots, Objective Learning Materials

Beswick K, 2011, Teaching mathematics: Foundations to middle years

Book Chapters

Beswick K, 2020, 'Beliefs and pedagogical content knowledge for teachers of mathematics', in

Beswick K, 2020, 'Researching the affective domain in mathematics education', in , http://dx.doi.org/10.1007/978-981-15-4269_7

Ingram N; Hatisaru V; Grootenboer P; Beswick K, 2020, 'Researching the Affective Domain in Mathematics Education', in Research in Mathematics Education in Australasia 2016–2019, Springer Singapore, pp. 147 - 175, http://dx.doi.org/10.1007/978-981-15-4269-5_7

Beswick K, 2020, 'Teacher education and professional development for technology-integrated teaching', in Tatnall A (ed.), , Springer, Cham

Beswick K, 2018, 'Part II Commentary: Shifting to a culture of inclusion', in Kajander A; Holm J; Chernoff E (ed.), Teaching and learning secondary school mathematics, Springer, Cham, http://dx.doi.org/10.1007/978-3-319-92390-1_20

Beswick K, 2018, 'Positive education and teaching for productive disposition in mathematics', in Rott B; Törner G; Peters-Dasdemir J; Möller A; Safrudiannur (ed.), Views and beliefs in mathematics education, Springer, Rotterdam, http://dx.doi.org/10.1007/978-3-030-01273-1_15

Beswick K, 2017, 'Raising attainment: What might we learn from teachers’ beliefs about their best and worst mathematics students?', in Andra C; Brunetto D; Levenson E; Liljedahl P (ed.), Teaching and Learning in Maths Classrooms, Springer International Publishing, http://dx.doi.org/10.1007/978-3-319-49232-2_10

Beswick K, 2016, 'Confronting educational disadvantage by improving Tasmanian adolescents’ participation in education', in S Fan JF-W (ed.), What is Next in Educational Research?, Sense Publishers, http://ecite.utas.edu.au/110210

Beswick K, 2016, 'Linking research and practice: Educational design research', in S Fan JF-W (ed.), What is Next in Educational Research?, Sense Publishers, http://ecite.utas.edu.au/110207

Beswick K, 2016, 'Manifestations of leadership in diverse educational settings.', in S Fan JF-W (ed.), What is Next in Educational Research?, Sense Publishers, http://ecite.utas.edu.au/110211

Beswick K, 2016, 'Professional learning and pedagogical leadership in family day care in Tasmania', in S Fan JF-W (ed.), What is Next in Educational Research?, Sense Publishers, http://ecite.utas.edu.au/110209

Beswick K, 2016, 'The education and development of practising teachers', in Makar K; Dole S; Visnovska J; Goos M; Bennison A; Fry K (ed.), Research in Mathematics Education in Australasia 2012-2015, Springer Science+Business Media, http://dx.doi.org/10.1007/978-981-10-1419-2_16

Beswick K, 2015, 'Factors that influence students’ educational aspirations', in Stratford E; Kilpatrick S (ed.), , The Peter Underwood Centre for Educational Attainment, University of Tasmania

Beswick K, 2015, 'Opening the gate: Improving mathematics attainment', in Stratford E; Kilpatrick S (ed.), , The Peter Underwood Centre for Educational Attainment, University of Tasmania

Nailon DL; Beswick K, 2014, 'Changes in policy related to early childhood education and care in Australia: The journey towards pedagogical leadership', in N Fitzallen SF; Reaburn R (ed.), The Future of Educational Research, Sense Publishers, pp. 13 - 23, http://dx.doi.org/10.1007/978-94-6209-512-0_2

Beswick K, 2014, 'Factors influencing mathematics achievement among secondary school students: A review', in N Fitzallen SF; Reaburn R (ed.), The Future of Educational Research, Sense Publishers, http://ecite.utas.edu.au/91334

Beswick K, 2014, 'Policies for change in early childhood education and care in Australia', in

Beswick K, 2014, 'Policy and curriculum research in the context of change', in N Fitzallen RR; Fan S (ed.), The Future of Educational Research: Perspectives from Beginning Researchers, Sense Publishers, http://ecite.utas.edu.au/89879

Beswick K, 2014, 'Preparation of pre-service teachers in the use of interactive whiteboards: A literature review', in

Saville MJ; Beswick K; Callingham R, 2014, 'The use of interactive whiteboards in education: Opportunities and challenges', in N Fitzallen SF; Reaburn R (ed.), The Future of Educational Research, Sense Publishers, Rotterdam, pp. 203 - 216, http://dx.doi.org/10.1007/978-94-6209-512-0_17

Beswick K, 2014, 'What do teachers need to know to teach secondary mathematics?', in Pc Toh TLT; Kaur B (ed.), , World Scientific Publishing

Beswick K, 2013, 'Approaches to problem solving: Developing an understanding of naïve, routine and sophisticated problem solving behaviou', in Helie S (ed.), The Psychology of Problem Solving: An Interdisciplinary Approach, Nova Science Publishers, http://ecite.utas.edu.au/82777

Beswick K, 2013, 'Knowledge and beliefs for nurturing reflective learners of rational number concepts', in Kaur B (ed.), Nurturing Reflective Learners in Mathematics, World Scientific Publishing, http://ecite.utas.edu.au/84098

Beswick K, 2012, 'The professional education and development of prospective teachers of mathematics', in Greenlees J; Logan T; Lowrie T; MacDonald A; Perry B (ed.), Review of Australasian mathematics education research: 2008-2011, Sense

Beswick K, 2006, '“The teachers give as much as they can, not as little as they can”: Report from SiMERR Tasmania', in Terry L (ed.), , National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia: University of New England

Beswick K, 'The learning and development of mathematics teacher educators.', in

Journal articles

Beswick K, 2021, 'Inquiry-based approaches to mathematics learning, teaching, and mathematics education research', Journal of Mathematics Teacher Education, vol. 24, pp. 123 - 126, http://dx.doi.org/10.1007/s10857-021-09494-4

Getenet S; Beswick K, 2021, 'Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program', Educational Assessment, Evaluation and Accountability, http://dx.doi.org/10.1007/s11092-021-09364-w

Beswick K, 2020, 'Responding to students: Dependencies on mathematical knowledge and vision', Journal of Mathematics Teacher Education, vol. 23, pp. 127 - 129, http://dx.doi.org/10.1007/s10857-020-09458-0

Beswick K, 2020, '“My picture is about opening up students’ minds beyond school gates!” School principals’ perceptions of STEM learning environments', Journal of Research in STEM Education

Beswick K, 2020, 'How principals can make a difference in STEM Education', Australian Educational Leader

Beswick K, 2020, 'Smart campus: definition, framework, technologies, and services', IET Smart Cities, vol. 2, pp. 43 - 54, http://dx.doi.org/10.1049/iet-smc.2019.0072

Fraser S; Beswick K; Crowley S, 2019, 'Making tacit knowledge visible: Uncovering the knowledge of science and mathematics teachers', Teaching and Teacher Education, vol. 86, http://dx.doi.org/10.1016/j.tate.2019.102907

Fraser S; Beswick K; Penson M; Seen A; Whannell R, 2019, 'Cross faculty collaboration in the development of an integrated mathematics and science initial teacher education program', Australian Journal of Teacher Education, vol. 44, pp. 68 - 83, https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=4216&context=ajte

Beswick K, 2019, 'Developing mathematics teachers’ 21st century competence for teaching in STEM contexts', ZDM Mathematics Education, vol. 51, pp. 955 - 965, http://dx.doi.org/10.1007/s11858-019-01084-2

Beswick K, 2019, 'Making tacit knowledge visible: Uncovering the pedagogical content knowledge of science and mathematics teachers', Teaching and Teacher Education

Beswick K, 2019, 'Responding to the demands of the STEM education agenda: The experiences of primary and secondary teachers from rural, regional and remote Australia', Journal of Research in STEM Education, vol. 5, pp. 40` - 59, https://www.j-stem.net/index.php/jstem/article/view/62/48

Beswick K, 2019, 'Teachers’ beliefs related to secondary school completion: Associations with socio-educational advantage and school level', Australian Educational Researcher, pp. 1 - 24, http://dx.doi.org/10.1007/s13384-019-00317-3

Beswick K, 2019, 'The role of knowledge and beliefs in helping learners to progress their mathematical understanding', Journal of Mathematics Teacher Education, http://dx.doi.org/10.1007/s10857-019-09432-5

Beswick K, 2018, 'Learning through challenge for prospective elementary teachers, experienced and beginning teachers, mathematics teacher educators and researchers, and education systems', Journal of Mathematics Teacher Education, vol. 21, pp. 203 - 205, http://dx.doi.org/10.1007/s10857-018-9407-5

Beswick K, 2018, 'Mathematics teacher educator knowledge: What do we know and where to from here?', Journal of Mathematics Teacher Education, vol. 21, pp. 417 - 427, http://dx.doi.org/10.1007/s10857-018-9416-4

Beswick K, 2018, 'Raising levels of school student engagement and retention in rural, regional and disadvantaged areas: Is it a lost cause?', International Journal of Inclusive Education, vol. 22, pp. 409 - 425, http://dx.doi.org/10.1080/13603116.2017.1370737

Beswick K, 2018, 'Teaching teachers to teach Boris: A framework for mathematics teacher educator pedagogical content knowledge', Journal of Mathematics Teacher Education, pp. 1 - 25, http://dx.doi.org/10.1007/s10857-016-9362-y

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