Select Publications

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

Beswick K, 2017, 'Assistance of students with mathematical learning difficulties: How can research support practice? A summary', ZDM Mathematics Education, vol. 48, pp. 633 - 649, http://dx.doi.org/10.1007/s11858-016-0800-1

Beswick K, 2017, 'Community beliefs about rural and regional education and students’ school completion', Australian and International Journal of Rural Education, vol. 27, pp. 142 - 157

Beswick K, 2017, 'Increasing students’ social capital through community involvement in rural and regional education', Australian and International Journal of Rural Education, vol. 27, pp. 55 - 72

Beswick K, 2016, '“No wonder out-of-field teachers struggle!”: Unpacking the thinking of expert teachers', Australian Mathematics Teacher, vol. 72, pp. 16 - 20

Beswick K, 2016, 'Experiencing teaching and learning quantitative reasoning in a project-based context', Mathematics Education Research Journal, vol. 28, pp. 479 - 501, http://dx.doi.org/10.1007/s13394-016-0176-0

Beswick K, 2016, 'Marketing an alternate model for science and mathematics initial teacher education', Australian Journal of Teacher Education, vol. 41, pp. 77 - 89, http://dx.doi.org/10.14221/ajte.2016v41n11.6

Beswick K, 2016, 'Overcoming the challenges of keeping young people in education: A wicked problem with implications for leadership, policy and practice', Leading and Managing, vol. 22, pp. 1 - 18

Beswick K, 2016, 'Parent-child connectedness for schooling and students’ performance and aspirations: An exploratory investigation', International Journal of Educational Research, vol. 77, pp. 50 - 61

Beswick K, 2016, 'Professionalizing in-service teachers’ focus on technological pedagogical and content knowledge', Education and Information Technologies, vol. 21, pp. 19 - 34, http://dx.doi.org/10.1007/s10639-013-9306-4

Beswick K, 2016, 'Rural and regional students’ perceptions of schooling and factors that influence their aspirations', Australian and International Journal of Rural Education, vol. 62, pp. 4 - 18

Beswick K, 2016, 'Using the IWB in an early years’ mathematics classroom: An application of the TPACK framework', Journal of Digital Learning in Teacher Education, vol. 32, pp. 63 - 72, http://dx.doi.org/10.1080/21532974.2016.1138913

Beswick K, 2015, 'An initial exploration of teachers’ numeracy in the context of professional capital', ZDM Mathematics Education, vol. 47, pp. 549 - 560, http://dx.doi.org/10.1007/s11858-015-0666-7

Beswick K, 2015, 'Classroom ready means ready to learn', Professional Educator, vol. 14, pp. 8 - 10, http://ecite.utas.edu.au/106783

Beswick K, 2015, 'Ready to learn', Professional Educator

Beswick K, 2014, 'Investigative approaches to teaching mathematics and “getting through the curriculum”: The example of pendulums', Australian Mathematics Teacher, vol. 70, pp. 25 - 33

Beswick K, 2014, 'What teachers want: Identifying mathematics teachers’ professional learning needs', The Mathematics Enthusiast, vol. 11, pp. 83 - 108

Beswick K, 2013, 'Issues related to students’ decisions to remain in school beyond year 10', Youth Studies Australia, vol. 32, pp. 21 - 29, http://ecite.utas.edu.au/82775

Beswick K; Muir T, 2013, 'Making connections: Lessons on the use of video in pre-service teacher education', Mathematics Teacher Education and Development, vol. 15, pp. 27 - 51, http://ecite.utas.edu.au/89733

Beswick K, 2013, 'Making connections: Lessons on the use of video in pre-service teacher education from the trial of particular protocol', Mathematics Teacher Education and Development

Beswick K, 2013, 'Using technology to support statistical reasoning: Birds, eggs and times to hatch', Australian Primary Mathematics Classroom, vol. 18, pp. 15 - 20

Beswick K, 2012, 'Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change', Teaching in Higher Education, vol. 17, pp. 497 - 507, http://dx.doi.org/10.1080/13562517.2012.658560

Beswick K, 2012, 'Measuring pre-service primary teachers’ knowledge for teaching mathematics', Mathematics Teacher Education and Development, vol. 14, pp. 70 - 90

Beswick K, 2012, 'Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice', Educational Studies in Mathematics, vol. 79, pp. 127 - 147, http://dx.doi.org/10.1007/s10649-011-9333-2

Beswick K, 2012, 'The nature and development of middle school mathematics teachers’ knowledge', Journal of Mathematics Teacher Education, vol. 15, pp. 131 - 157, http://dx.doi.org/10.1007/s10857-011-9177-9

Stack S; Beswick K; Brown N; Bound H; Kenny J; Abbott-Chapman J, 2011, 'Putting Partnership at the Centre of Teachers' Professional Learning in Rural and Regional Contexts: Evidence from Case Study Projects in Tasmania', Australian Journal of Teacher Education, vol. 36, http://dx.doi.org/10.14221/ajte.2011v36n12.7

Beswick K, 2011, 'Make your own paint chart: A realistic context for developing proportional reasoning with ratios', Australian Mathematics Teacher, vol. 67, pp. 6 - 11

Beswick K, 2011, 'Positive experiences with negative numbers: Building on students in and out of school experiences', Australian Mathematics Teacher, vol. 67, pp. 31 - 40

Beswick K, 2011, 'Putting ‘partnership’ at the centre of Teachers’ Professional Learning in rural and regional contexts: evidence from case study projects in Tasmania', Australian Journal of Teacher Education, vol. 36, pp. EJ - EJ, http://dx.doi.org/10.14221/ajte.2011v36n12.4

Beswick K, 2011, 'Putting contexts in context: An examination of the evidence for the benefits of ‘contextualised’ tasks', International Journal of Science and Mathematics Education, vol. 9, pp. 367 - 390

Beswick K, 2011, 'School pupil change associated with a continuing professional development programme for teachers', Journal of Education for Teaching, vol. 37, pp. 63 - 75, http://dx.doi.org/10.1080/02607476.2011.538273

Beswick K, 2011, 'Taking professional learning to isolated schools: Perceptions of providers and principals', Mathematics Education Research Journal

Beswick K; Jones T, 2011, 'Taking professional learning to isolated schools: Perceptions of providers and principals and lessons for effective professional learning', Mathematics Education Research Journal, vol. 23, pp. 83 - 105, http://dx.doi.org/10.1007/s13394-011-0006-3

Beswick K, 2010, 'Comparing theoretical perspectives for describing mathematics departments: Complexity and activity', Educational Studies in Mathematics, vol. 75, pp. 153 - 170


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