University of Tasmania, Australia

Associate Professor Kim Beswick

Associate Professor in Mathematics Education
Associate Dean (Research)

B.Sc., Dip. Ed., PhD

Contact Details

Teaching Responsibilities

ESH320: Knowledge for teaching mathematics
ESP318 Research methods
ESG723: Curriculum developments in mathematics
ESM708/EPA951: Foundations of educational research

Publications

• Beswick, K. & Goos. M. (2012). Measuring pre-service primary teachers’ knowledge for teaching mathematics. Mathematics Teacher Education and Development, 14(2), 70-90.
  
  
• Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127-147. 
  
  
• Beswick, K., Callingham, R., & Watson, J. M. (2012). The nature and development of middle school mathematics teachers’ knowledge. Journal of Mathematics Teacher Education, 15(2), 131-157. 
  
  
• Pharo, E. J., Davison, A., Warr, K, Nursey-Bray, M., Beswick, K., Wapstra, E., & Jones, C. (2012). Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change. Teaching in Higher Education, DOI:10.1080/13562517.2012.658560. Available at http://dx.doi.org/10.1080/13562517.2012.658560.  
  
  
• Watson. J. & Beswick, K. (2011). School pupil change associated with a continuing professional development programme for teachers. Journal of Education for Teaching, 37(1). 63-75. 
  
  
• Beswick, K. (2011). Make your own paint chart. A realistic context for developing proportional reasoning with ratios. Australian Mathematics Teacher, 67(1), 6-11. 
  
  
• Beswick, K. & Jones, T. (2011). Taking professional learning to isolated schools: Perceptions of providers and principals. Mathematics Education Research Journal, 23(2), 83-105. 
  
  
• 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, 36(12), Article 1. Available at: http://ro.ecu.edu.au/ajte/vol36/iss12/1 
  
  
• Muir, T., Beswick, K. & Williamson, J. (2010). Up-close and personal: Teachers’ responses to an individualised professional learning opportunity. Asia-Pacific Journal of Teacher Education, 38(2), 129-146. 
  
  
• Beswick, K., Watson, A. & De Geest, E. (2010). Comparing theoretical perspectives for describing mathematics departments: Complexity and activity. Educational Studies in Mathematics, 75(2), 153-170. 

Achievements

Kim taught mathematics and science in a number of Tasmania secondary schools before joining the University of Tasmania in 2000. She obtained her PhD in 2003. Kim is interested in the beliefs that underpin the practice of mathematics teachers and how professional learning can provide a catalyst for change. She is particularly interested in how teacher beliefs and knowledge relate to equity issues in education. She supervises research higher degree students in these and other areas of mathematics education. She has published more than 80 books, peer reviewed book chapters, journal articles and conference papers. She is currently President of the Australian Association of Mathematics Teachers. Her tertiary teaching expertise has been recognised by a UTAS Teaching Excellence Award in 2006 and, in 2008, an Australian Learning and Teaching Council citation for outstanding contributions to student learning. She led the Faculty of Educations mathematics education team in their successful application for a UTAS Teaching Excellence Award (team category) in 2011 and National Award for Teaching Excellence in 2012.

Current research includes: ARC funded projects on teachers’ knowledge for teaching mathematics and English, and the retention of rural, regional and disadvantaged students in education beyond Year 10; and an Office of Learning and Teaching funded project aimed at developing mathematics pathways for VET students moving into university courses.