By Professor Kim Caroline Beswick

Books

Siemon D; Warren E; Beswick K; Faragher R; Miller J; Horne M; Jazby D; Breed M, 2021, Teaching mathematics: Foundations to middle years, Oxford University Press

Siemon D; Beswick K; Brady K; Clark J; Faragher R; Warren E, 2015, Teaching mathematics: Foundations to middle years, Oxford University Press, South Melbourne, VIC

Siemon D; Adendorff S; Austin P; Fransman J; Hobden S; Kaino L; Luneta K; Makonye J; van der Walt M; van Putten S; Beswick K; Brady K; Clark J; Faragher R; Warren E, 2013, Teaching mathematics: Foundation and intermediate phase, Oxford University Press, Cape Town

Watson J; Beswick K; Brown N, 2012, Educational research and professional learning in changing times: The MARBLE experience, Brill Sense, Rotterdam, http://ecite.utas.edu.au/78866

Watson J; Beswick K; Brown N; Callingham RC; Muir T; Wright S, 2011, Digging into Australian data with TinkerPlots, Key Curriculum Press, OLM, Melbourne

Siemon D; Beswick K; Brady K; Clark J; Faragher R; Warren E, 2011, Teaching mathematics: Foundations to middle years, Oxford University Press, South Melbourne, VIC

Book Chapters

Beswick K; Alonzo D, 2022, 'Teaching Mathematics Out-of-Field: What Knowledge Matters?', in Hobbs L; Porsch R (ed.), Out-of-Field Teaching Across Teaching Disciplines and Contexts, Springer Nature Singapore, pp. 353 - 366, http://dx.doi.org/10.1007/978-981-16-9328-1_17

Goos M; Beswick K, 2021, 'The learning and development of mathematics teacher educators', in Goos M; Beswick K (ed.), Introduction: The learning and development of mathematics teacher educators: International perspectives and challenges, Springer, pp. 1 - 20, http://dx.doi.org/10.1007/978-3-030-62408-8_1

Beswick K; Chick H, 2020, 'Beliefs and pedagogical content knowledge for teachers of mathematics', in Potari D; Chapman O (ed.), International Handbook of Mathematics Teacher Education: Volume 1: Teacher Knowledge, Beliefs and Identity in Mathematics Teaching and its Development, Brill Sense, Leiden, pp. 185 - 209, http://dx.doi.org/10.1163/9789004418875_008

Beswick K, 2020, 'Mathematics teacher educators as developing professionals: An introduction', in Beswick K; Chapman O (ed.), International handbook of mathematics teacher education: Volume 4: The mathematics teacher educator as a developing professional, Brill Sense, Leiden, pp. 1 - 11, https://brill.com/view/title/37679

Ingram N; Hatisaru V; Grootenboer P; Beswick K, 2020, 'Researching the affective domain in mathematics education', in Way J; Attard C; Anderson J; Bobis J; McMaster H; Cartwright K (ed.), Research in mathematics education in Australasia 2016-2019, Springer Nature, pp. 147 - 175, http://dx.doi.org/10.1007/978-981-15-4269_7

Getenet S; Beswick K, 2020, 'Teacher education and professional development for technology-integrated teaching', in Tatnall A (ed.), Encyclopaedia of Education and Information Technologies, Springer, Cham, http://dx.doi.org/10.1007/978-3-030-10576-1_237

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: Canadian perspectives in an international context, Springer, New York, http://dx.doi.org/10.1007/978-3-319-92390-1_20

Woodward A; Beswick K; Oates G, 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, pp. 161 - 171, 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 Andrà C; Brunetto D; Levenson E; Liljedahl P (ed.), Teaching and learning in math classrooms. Emerging themes in affect-related research: Teachers’ beliefs, students’ engagement and social interaction, Springer, New York, pp. 95 - 106, http://dx.doi.org/10.1007/978-3-319-49232-2_10

Brewer D; Beswick K, 2016, 'Confronting educational disadvantage by improving Tasmanian adolescents’ participation in education', in Fan S; Fielding-Wells J (ed.), What is next in educational research?, Brill Sense, Dordrecht, pp. 107 - 118, http://dx.doi.org/10.1163/9789463005241_012

Getenet S; Beswick K, 2016, 'Linking research and practice: Educational design research', in Fan S; Fielding-Wells J (ed.), What is next in educational research?, Brill Sense, Dordrecht, pp. 29 - 40, http://dx.doi.org/10.1163/9789463005241_005

Beswick K, 2016, 'Manifestations of leadership in diverse educational settings.', in Fan S; Fielding-Wells J (ed.), What is next in educational research?, Brill Sense, Dordrecht, pp. 183 - 195, http://dx.doi.org/10.1163/9789463005241_018

Nailon D; Beswick K; Stephenson E, 2016, 'Professional learning and pedagogical leadership in family day care in Tasmania', in Fan S; Fielding-Wells J (ed.), What is next in educational research?, Brill Sense, Dordrecht, pp. 261 - 275, http://dx.doi.org/10.1163/9789463005241_024

Beswick K; Anderson J; Hurst C, 2016, 'The education and development of practising teachers', in Makar K; Dole S; Visnoyska J; Goos M; Bennison A; Fry K (ed.), Research in Mathematics Education in Australasia 2012-2015, Springer, Singapore, pp. 329 - 352, http://dx.doi.org/10.1007/978-981-10-1419-2_16

Hay I; Watson J; Allen J; Beswick K; Cranston N; Wright S, 2015, 'Factors that influence students’ educational aspirations', in Stratford E; Kilpatrick S (ed.), Education transforms – Papers and reflections: Occasional Publications No. 1, The Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, pp. 89 - 93

Beswick K; Callingham R, 2015, 'Opening the gate: Improving mathematics attainment', in Stratford E; Kilpatrick S (ed.), Education transforms – Papers and reflections: Occasional Publications No. 1, The Peter Underwood Centre for Educational Attainment, University of Tasmania, Hobart, pp. 100 - 105, http://ecite.utas.edu.au/105648

Nailon D; Beswick K, 2014, 'Changes in Policy Related to Early Childhood Education and Care in Australia', in Fitzallen N; Reaburn R; Fan S (ed.), The future of educational research: Perspectives of beginning researchers, Brill Sense, Dordrecht, pp. 13 - 23, http://dx.doi.org/10.1007/978-94-6209-512-0_2

Chaman M; Beswick K; Callingham R, 2014, 'Factors influencing mathematics achievement among secondary school students: A review', in Fitzallen N; Reaburn R; Fan S (ed.), The future of educational research: Perspectives of beginning researchers, Brill Sense, Dordrecht, pp. 227 - 238, http://dx.doi.org/10.1007/978-94-6209-512-0_19

Brown N; Beswick K, 2014, 'Policy and curriculum research in the context of change', in Fitzallen N; Reaburn R; Fan S (ed.), The future of educational research: Perspectives of beginning researchers., Brill Sense, Dordrecht, pp. 3 - 11, http://dx.doi.org/10.1007/978-94-6209-512-0_1

Beswick K, 2014, 'Preparation of pre-service teachers in the use of interactive whiteboards: A literature review', in N Fitzallen SF; Reaburn R (ed.), The Future of Educational Research, Sense Publishers, Rotterdam, 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 Toh PC; Toh TL; Kaur B (ed.), Learning experiences to promote mathematics learning: Yearbook 2014 of the Association of Mathematics Educators, World Scientific, Singapore, pp. 93 - 113, http://dx.doi.org/10.1142/9789814612920_0005

Muir T; Beswick K; Williamson J, 2013, 'Approaches to problem solving: Developing an understanding of naïve, routine and sophisticated problem solving behaviour', in Hiele S (ed.), Psychology of problem solving: An interdisciplinary approach, Nova Science, Hauppauge, NY, pp. 85 - 99, 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: Yearbook 2013 of the Association of Mathematics Educators, World Scientific, Singapore, pp. 57 - 79, http://dx.doi.org/10.1142/9789814472760_0004

Anthony G; Beswick K; Ell F, 2012, 'The professional education and development of prospective teachers of mathematics', in Greenlees J; Logan T; Lowrie T; MacDonald A; Perry B (ed.), Research in Mathematics Education in Australasia 2008-2011, Brill Sense, Rotterdam, pp. 291 - 312

Beswick K; Brown N, 2006, '“The teachers give as much as they can, not as little as they can”: Report from SiMERR Tasmania', in Lyons T (ed.), Science, ICT and Mathematics Education in Rural and Regional Australia: Focus groups from the SiMERR National Survey, Department of Education, Science and Training, Canberra, pp. 65 - 87

Edited Books

Goos M; Beswick K, (ed.), 2021, The learning and development of mathematics teacher educators: International perspectives and challenges, Springer, http://dx.doi.org/10.1007/978-3-030-62408-8

Beswick K; Chapman O, (ed.), 2020, International handbook of mathematics teacher education: Volume 4: Mathematics teacher educators as developing professionals, Brill Sense, Leiden

Journal articles

Getenet S; Beswick K, 2021, 'Predictors of children’s achievement: analysis of the Australian National Numeracy Assessment Program', Educational Assessment, Evaluation and Accountability, vol. 33, pp. 591 - 620, http://dx.doi.org/10.1007/s11092-021-09364-w

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

Falloon G; Stevenson M; Beswick K; Fraser S; Geiger V, 2021, 'Building STEM in Schools: An Australian Cross-case Analysis', Educational Technology and Society, vol. 24, pp. 110 - 122

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

Hatisaru V; Fraser S; 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, vol. 6, pp. 18 - 38, https://eprints.utas.edu.au/38634/

Likourezos V; Beswick K; Geiger V; Fraser S, 2020, 'How principals can make a difference in STEM Education', Australian Educational Leader, vol. 42, pp. 33 - 36, https://www.acel.org.au/ACELWEB/Publications/AEL/2020/2/View.aspx

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; 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, vol. 86, http://dx.doi.org/10.1016/j.tate.2019.102907

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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