## Profiles

# Kim Beswick

# Kim Beswick

## Professor in Mathematics Education

Room A233a, Building A, Newnham Campus

What a teacher believes influences the way they teach. In mathematics education, this often results in the channelling of students into different groups that provide access to parts of the curriculum 'suited to their ability' early in their learning. But according to Professor Kim Beswick, this process is shutting doors to students way too early.

## Changing beliefs about mathematics

'Too many teachers see their role as sorting kids, not teaching kids. Students are classified into those that get it, and those that don't. The reality is that, in many cases, the failure is not only on the learning side of the equation, it is on the teaching side as well,' she said.

Professor Beswick is trying to improve the way maths is taught at all levels. She is exploring how to change teachers' beliefs about students' ability to learn mathematics, and documenting what expert teachers know to set the benchmark.

'Too many people are scared of maths. Kids that think they can't learn it, often don't, even though they have the ability to do so. The first role of the teacher is to convince the kids that they can learn maths and then teach them accordingly,' said Professor Beswick.

'The country needs people to be maths literate. It is not just vital for particular mathematically based careers, it is needed by everyone. We need a mathematically literate society in order to have sensible debate about the solutions to society's biggest problems.'

Professor Beswick said that one reason for the problem is that it is easier to 'sort' kids than to teach them well.

'We shouldn't use classifications to explain low achievement. We also have no right to decide which kids can access which parts of the curriculum. Moving students to lower levels of maths with lower expectations closes doors on futures that require maths,' she said.

'Classifications also create vicious cycles. Low socio-economic areas are often linked to low levels of educational attainment. Instead of lowering expectations for what kids in low socio-economic areas will achieve, we need to increase our determination to teach them well.

'Teachers should be asking questions like, what conceptual difficulty is this student experiencing? How can I uncover the thinking that is leading to incorrect answers? How can I explain that better? And, how can I make the maths I'm teaching meaningful and understandable?'

Another problem is that teachers often don't have a deep enough knowledge of maths themselves.

'To teach maths well, you need to understand it really well. You need to be able to ad-lib, to make it interesting. You need to know enough that, if a kid solves a problem in a different way, you can see if that will work for them long term or get them into trouble down the track when the maths becomes more complex.'

Teachers' knowledge and their beliefs are connected, and Professor Beswick is working with teachers to infer their beliefs from knowledge statements.

'It is exciting work and there is so much more to do. The challenge is getting in front of enough teachers!'

Ultimately, success for Professor Beswick will be seeing maths taught better, improved maths skills in Tasmania and seeing the negative stigma around maths dissolved.

'I clearly remember sitting in my calculus class at school learning about limit theorem. My teacher explained it in such a meaningful way. I remember thinking 'that is the most beautiful thing I've ever seen'.

'I want everybody to have an insight into what maths really isβa beautiful, enjoyable enterprise to which everyone is entitled.'

Professor Kim Beswick is an ARC Future Fellow in the School of Education. Kim is interested in the beliefs and knowledge 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.

Her tertiary teaching expertise has been recognised in 2008 by an Australian Learning and Teaching Council citation for outstanding contributions to student learning. She led the Faculty of Education's mathematics education team in their successful application for national Office of Learning and Teaching Award for Teaching Excellence in 2012. In 2014 Professor Beswick received the Research Award of the Mathematics Education Research Group of Australasia and was appointed to the Australian Research Council College of Experts.

### Career summary

#### Qualifications

- PhD (2003) '
*The impact of secondary mathematics teachers' beliefs on their practices and the classroom environment'*, Curtin University of Technology, Australia - Diploma of Education (1986) University of Tasmania, Australia
- Bachelor of Science (1985) University of Tasmania, Australia

#### Biography

Professor Kim Beswick 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 has published more than 90 peer reviewed publications and maintains close links with the mathematics teaching profession through her research. Professor Beswick was President of the Australian Association of Mathematics Teachers from 2012-14. 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. Kim was elected to the International Committee of the International Group for the Psychology of Mathematics Education (2014), and was appointed to the Australian Research Council College of Experts (2014).

### Memberships

#### Professional practice

- Mathematics Education Research Group of Australasia (MERGA)
- International Group for the Psychology of Mathematics Education (PME), member of International Committee 2014-2017
- Australian Association for Research in Education (AARE)
- Mathematical Association of Tasmania (MAT), President 2005-2007
- Australian Association of Mathematics Teachers (AAMT), President 2012-2014
- National Council of Teachers of Mathematics (NCTM)

#### Committee associations

- Member of the 5 member survey team addressing the topic,
*Assistance of students with mathematical learning difficulties β How can research support practice?*to report at the 13^{th}International Congress on Mathematics Education in Hamburg, Germany in 2016 - Member of the AITSL numeracy panel for benchmark setting for
the
*Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures*, 2015 - Chair of the Local Organising Committee for the
39
^{th}annual conference of the International Group for the Psychology of Mathematics Education, 2014-2/15 - Chair of the Subcommittee for Mathematics and Statistics Education in Schools of the Australian Academy of Science's National Committee for Mathematical Sciences' work to develop a decadal plan for the mathematical sciences, 2012-2015
- Member of the Subcommittee for Mathematics and Statistics Education in Universities of the Australian Academy of Science's National Committee for Mathematical Sciences' work to develop a decadal plan for the mathematical sciences, 2012-2015
- Member of the Australian Government's Teacher Education Ministerial Advisory Group, 2014
- Member of the Australian Research Council College of Experts, 2014
- Member of the Education Advisory Committee of the Australian Mathematical Sciences Institute, 2012-2014
- Member of the International Assessments Joint National Advisory Committee (the key advisory body to support Australia's participation in international assessments of school students, including PISA and TIMSS), 2012-2013

### Administrative expertise

- Associate Dean (Research), 2011-2014
- Graduate Research Coordinator, 2011-2012
- Bachelor of Education Course Coordinator, 2007-2009
- Lead Chief Investigator:
- Australian Government
Department of Education, Australian Mathematics and Science Partnership Program
Competitive Round, Kim Beswick (Lead) with Associate Professor Sharon
Fraser, Associate Professor Rosemary Callingham, Associate Professor Giles
Thomas, Dr Andrew Seen, Professor Sue Kilpatrick, Dr Tracey Muir, Associate
Professor Helen Chick, Dr Robyn Reaburn, Dr Bernardo de Leon de la Barra,
Professor Leon Sterling (Swinburne University).
*Towards Educating Mathematics Professionals Encompassing Science and Technology (TEMPEST).*2014-2017, $1 738 070 - Department of Industry, Innovation, Climate Change, Science,
Research and Tertiary Education (DIICCSRTE) Office of Learning and Teaching
grant lead by UQ and involving University of Sydney, James Cook University,
University of Wollongong, University of Newcastle and UTAS. UTAS contribution
led by Kim Beswick and includes A/Prof
Sharon Fraser, Dr Andrew Seen, Professor Emily Hilder and A/Prof Giles Thomas,
*Inspiring Mathematics and Science in Teacher Education (IMSITE)*, $2.2M (~$250 000 for UTAS) (Leader of UTAS contribution and team) - Tasmanian Department of Education, Teaching Secondary Mathematics, with A/Prof Helen Chick, Dr Tracey Muir, Dr Robyn Reaburn, Dr Noleine Fitzallen, and Jill Wells, $32 271 (Beswick leading) 2015
- Australian Research Council, ARC college of experts, Beswick, $5645, 2015
- Australian Research Council Future Fellowship, $733,489, 2015 - 2018

- Australian Government
Department of Education, Australian Mathematics and Science Partnership Program
Competitive Round, Kim Beswick (Lead) with Associate Professor Sharon
Fraser, Associate Professor Rosemary Callingham, Associate Professor Giles
Thomas, Dr Andrew Seen, Professor Sue Kilpatrick, Dr Tracey Muir, Associate
Professor Helen Chick, Dr Robyn Reaburn, Dr Bernardo de Leon de la Barra,
Professor Leon Sterling (Swinburne University).

### Research Appointments

- Chair of the 39th annual conference of the International Group for the Psychology of Mathematics Education 2015
- International Committee of International Group for the Psychology of Mathematics Education 2014 - 2017
- ARC College of Experts 2014
- Associate Dean (Research), Faculty of Education, University of Tasmania 2011 - 2014

### Research Invitations

- Invitation to bid on
behalf of UTAS to host the 39
^{th}annual conference of the International Group for the Psychology of Mathematics Education in Hobart in 2015; - Invited delegate at AAMT's Connections and Continuity Conference, University of Canberra, 1-2 December 2014.
- Invited keynote address at the Association of Mathematics Educators β Singapore Mathematical Society, Singapore 2014;
- Invited workshop at the Association of Mathematics Educators β Singapore Mathematical Society, Singapore 2014;
- Invited plenary panellist at the Australian Council of Deans of Education annual conference on the topic of the three greatest educational research challenges of the next 5 years. Sydney, 29 September 2014;
- Invited address at the annual meeting of the national Council for Teachers of Mathematics in the USA in April 2014;
- Invitation to represent Australia in the expanded Nordic and Baltic project on mathematics teachers' beliefs in 2013-2014
- Invited to participate in STEM Education Forum hosted by the Governor-General at Admiralty House, Kirribilli, 22 November 2013;

View more on Professor Kim Beswick in WARP

### Expertise

- mathematics education
- teacher beliefs
- professional learning

### Awards

- School of Education Research Award for early career researchers, 2006
- Mathematics Education Research Group of Australasia Research Award, 2014

### Collaboration

- Collaborated with leading researchers in fields related to my own areas of interest. These include Publishing with Prof. Anne Watson of the University of Oxford (Beswick, Watson & DeGeest, 2007; 2010);
- Leadership of discussion groups at major international conferences with Prof, Olive Chapman of the University of Calgary;
- Progressing thinking on changing the beliefs of pre-service teachers with Assoc. Prof. Peter Liljedahl of Simon Fraser University;
- and co-leading of international research workshops for research higher degree students in 2010 with Prof. Markku Hannula of the University of Helsinki.
- In addition Kim is currently leading the Australian contribution to an international study on mathematics teacher beliefs led by Prof. Hannula.

### Current projects

- Australian Research Council Future Fellowship, Sole Investigator, FT140101351, 2015-2018, $733,489.00.
- Australian Government Department of Education, Australian Mathematics and Science Partnership Program Competitive Round, Kim Beswick (Lead) with Associate Professor Sharon Fraser, Associate Professor Rosemary Callingham, Associate Professor Giles Thomas, Dr Andrew Seen, Professor Sue Kilpatrick, Dr Tracey Muir, Associate Professor Helen Chick, Dr Robyn Reaburn, Dr Bernardo de Leon de la Barra, Professor Leon Sterling (Swinburne University).
*Towards Educating Mathematics Professionals Encompassing Science and Technology (TEMPEST).*2014-2017, $1 738 070 - Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education (DIICCSRTE) Office of Learning and Teaching grant lead by UQ and involving University of Sydney, James Cook University, University of Wollongong, University of Newcastle and UTAS. UTAS contribution led by Kim Beswick and includes A/Prof Sharon Fraser, Dr Andrew Seen, Professor Emily Hilder and A/Prof Giles Thomas,
*Inspiring Mathematics and Science in Teacher Education (IMSITE)*, $2.2M (~$250 000 for UTAS) (Leader of UTAS contribution and team) - ARC Discovery grant with Associate Professors Rosemary Callingham and Helen Chick, and Professors Ian Hay and Tom Nicholson,
*Powerful knowledge: Mapping out standards of teachers' knowledge for teaching Mathematics and English to achieve the goals of the curriculum*, 2013-2015, $181 000 (CI 3) - DIICCSRTE, Australian Mathematics and Science Partnership Program with Professor Sue Kilpatrick, Associate Professor Sharon Fraser, Dr Christopher Chin, Dr Noleine Fitzallen, Dr Andrew Fluck, Dr Irene Penesis, Dr Bernardo Leon de la Barra, Associate Professor Dev Ranmuthugala, Dr Andrew Seen, Associate Professor Giles Thomas, Evaluating and selecting Science, Technology, Engineering and Maths (STEM) resources: capacity building for teachers in regional and rural schools, 2013, $378 550 (Co-leading with A/Prof. Sharon Fraser and Prof. Sue Kilpatrick)
- Office of Learning and Teaching (DIISRTE) with Prof. Sue Kilpatrick, Dr Irene Penesis, A/Prof. Giles Thomas, A/Prof. Rosemary Callingham, Dr Jane Skalicky, Dr Noleine Fitzallen, Dr Bernardo Leon de la Barra,
*Development of mathematics pathways for VET students to articulate to related higher education courses*, 2013, $219 000 (Leader of Education strand)

### Research Fields

- Mathematics and Numeracy Curriculum and Pedagogy (130208)
- Teacher Education and Professional Development of Educators (130313)
- Secondary Education (130106)
- Higher Education (130103)
- Curriculum and Pedagogy Theory and Development (130202)
- Primary Education (excl. Maori) (130105)
- Education Assessment and Evaluation (130303)
- Education (139999)
- Education Systems (130199)
- Early Childhood Education (excl. Maori) (130102)
- Educational Administration, Management and Leadership (130304)
- English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) (130204)
- Continuing and Community Education (130101)
- Vocational Education and Training Curriculum and Pedagogy (130213)
- Educational Technology and Computing (130306)
- Learning Sciences (130309)
- Special Education and Disability (130312)
- Aboriginal and Torres Strait Islander Education (130301)
- Specialist Studies in Education (130399)
- Global Change Biology (069902)
- Science, Technology and Engineering Curriculum and Pedagogy (130212)
- Computer Communications Networks (100503)
- Creative Arts, Media and Communication Curriculum and Pedagogy (130201)
- Approximation Theory and Asymptotic Methods (010201)

### Research Impact

- Education and Training Systems (930599)
- Teacher and Instructor Development (930202)
- Pedagogy (930201)
- Learner and Learning Processes (930102)
- Learner and Learning Achievement (930101)
- Education and Training (939999)
- Education and Training Systems Policies and Development (930501)
- School/Institution Community and Environment (930402)
- School/Institution (930499)
- Management and Leadership of Schools/Institutions (930401)
- Teaching and Instruction Technologies (930203)
- Learner Development (930103)
- Syllabus and Curriculum Development (930302)
- Assessment and Evaluation of Curriculum (930301)
- School/Institution Policies and Development (930403)
- Special Needs Education (939907)
- Teaching and Instruction (930299)
- Equity and Access to Education (939903)
- Environment (969999)
- Education and Training Theory and Methodology (939902)
- Resourcing of Education and Training Systems (930503)
- Management of Education and Training Systems (930502)

## Publications

Total publications

128

### Highlighted publications

(10 outputs)Year | Type | Citation | Altmetrics |
---|---|---|---|

2012 | Journal Article | Beswick K, Callingham R, Watson J, 'The nature and development of middle school mathematics teachers' knowledge', Journal of Mathematics Teacher Education, 15, (2) pp. 131-157. ISSN 1386-4416 (2012) [Refereed Article] DOI: 10.1007/s10857-011-9177-9 [eCite] [Details] Citations: Scopus - 6 Co-authors: Callingham R; Watson J | |

2011 | Journal Article | Beswick K, 'Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice', Educational Studies in Mathematics: An International Journal pp. 1-21. ISSN 0013-1954 (2011) [Refereed Article] DOI: 10.1007/s10649-011-9333-2 [eCite] [Details] Citations: Scopus - 15 | |

2011 | Journal Article | Beswick K, Jones T, 'Taking professional learning to isolated schools: Perceptions of providers and principals', Mathematics Education Research Journal, 23, (2) pp. 83-105. ISSN 1033-2170 (2011) [Refereed Article] DOI: 10.1007/s13394-011-0006-3 [eCite] [Details] Citations: Scopus - 4 Co-authors: Jones T | |

2011 | Journal Article | Watson J, Beswick K, 'School pupil change associated with a continuing professional development programme for teachers', Journal of Education for Teaching, 37, (1) pp. 63-75. ISSN 0260-7476 (2011) [Refereed Article] DOI: 10.1080/02607476.2011.538273 [eCite] [Details] Citations: Scopus - 4Web of Science - 1 Co-authors: Watson J | |

2010 | Journal Article | Beswick K, Watson A, De Geest E, 'Comparing theoretical perspectives in describing mathematics departments: complexity and activity', Educational Studies in Mathematics: An International Journal, 75, (2) pp. 153-170. ISSN 0013-1954 (2010) [Refereed Article] DOI: 10.1007/s10649-010-9248-3 [eCite] [Details] Citations: Scopus - 4Web of Science - 3 | |

2010 | Journal Article | Muir T, Beswick K, Williamson J, 'Up-close and personal: teachers' responses to an individualised professional learning opportunity', Asia-Pacific Journal of Teacher Education, 38, (2) pp. 129-146. ISSN 1359-866X (2010) [Refereed Article] DOI: 10.1080/13598661003677598 [eCite] [Details] Citations: Scopus - 7Web of Science - 3 Co-authors: Muir T; Williamson J | |

2008 | Journal Article | Beswick K, 'Influencing Teachers' Beliefs about Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties', Mathematics Teacher Education and Development, 9 pp. 3-20. ISSN 1442-3901 (2008) [Refereed Article] | |

2008 | Journal Article | Beswick K, Swabey KJ, Andrew RG, 'Looking for Attributes of Powerful Teaching for Numeracy in Tasmanian K-7 Classrooms', Mathematics Education Research Journal, 20, (1) pp. 3-31. ISSN 1033-2170 (2008) [Refereed Article] DOI: 10.1007/BF03217467 [eCite] [Details] Citations: Scopus - 1 Co-authors: Swabey KJ; Andrew RG | |

2006 | Journal Article | Beswick K, 'Teachers' Beliefs that Matter in Secondary Mathematics Classrooms', Educational Studies in Mathematics, 65, (1) pp. 95-120. ISSN 0013-1954 (2006) [Refereed Article] DOI: 10.1007/s10649-006-9035-3 [eCite] [Details] Citations: Scopus - 24 | |

2005 | Journal Article | Beswick K, 'The beliefs/practice connection in broadly defined contexts', Mathematics Education Research Journal, 17, (2) pp. 39-68. ISSN 1033-2170 (2005) [Refereed Article] DOI: 10.1007/BF03217415 [eCite] [Details] Citations: Scopus - 24 |

### Journal Article

(35 outputs)Year | Citation | Altmetrics |
---|---|---|

2016 | Cranston N, Watson J, Wright S, Hay I, Beswick K, et al., 'Overcoming the Challenges of Keeping Young People in Education: A wicked problem with implications for leadership, policy and practice', Leading and Managing, 22, (1) pp. 1-18. ISSN 1329-4539 (2016) [Refereed Article] Co-authors: Cranston N; Watson J; Wright S; Hay I; Smith C; Roberts W; Kameniar B | |

2016 | Hay I, Wright SE, Watson JM, Allen J, Beswick K, et al., 'Parent-child connectedness for schooling and students' performance and aspirations: An exploratory investigation', International Journal of Educational Research, 77 pp. 50-61. ISSN 0883-0355 (2016) [Refereed Article] DOI: 10.1016/j.ijer.2016.02.004 [eCite] [Details] Co-authors: Hay I; Wright SE; Watson JM; Cranston NC | |

2016 | Scherer P, Beswick K, DeBlois L, Healy L, Opitz EM, 'Assistance of students with mathematical learning difficulties: how can research support practice?', ZDM Mathematics Education, 48 pp. 633-649. ISSN 1863-9704 (2016) [Refereed Article] | |

2016 | Muir T, Callingham R, Beswick K, 'Using the IWB in an Early Years Mathematics Classroom: An Application of the TPACK Framework', Journal of Digital Learning in Teacher Education pp. 2-11. ISSN 2153-2974 (2016) [Refereed Article] DOI: 10.1080/21532974.2016.1138913 [eCite] [Details] Co-authors: Muir T; Callingham R | |

2015 | Callingham R, Beswick K, Ferme E, 'An initial exploration of teachers' numeracy in the context of professional capital', ZDM, 47, (4) pp. 549-560. ISSN 1863-9704 (2015) [Refereed Article] DOI: 10.1007/s11858-015-0666-7 [eCite] [Details] Citations: Scopus - 1 Co-authors: Callingham R | |

2015 | Beswick K, 'Classroom ready means ready to learn', Professional Educator, 14, (5) pp. 8-10. (2015) [Professional, Refereed Article] | |

2014 | Beswick K, Muir T, Callingham R, 'Investigative approaches to teaching mathematics and getting through the curriculum': The example of pendulums', Australian Mathematics Teacher, 70, (3) pp. 25-33. ISSN 0045-0685 (2014) [Refereed Article] Co-authors: Muir T; Callingham R | |

2014 | Getenet ST, Beswick K, Callingham RA, 'Professionalizing in-service teachers' focus on technological pedagogical and content knowledge', Education and Information Technologies pp. 1-16. ISSN 1573-7608 (2014) [Refereed Article] DOI: 10.1007/s10639-013-9306-4 [eCite] [Details] Co-authors: Getenet ST; Callingham RA | |

2014 | Beswick K, 'What teachers want: Identifying mathematics teachers' professional learning needs', The Mathematics Enthusiast, 11, (1) pp. 83-108. ISSN 1551-3440 (2014) [Refereed Article] | |

2013 | Beswick K, Muir T, 'Making connections: Lessons on the use of video in pre-service teacher education', Mathematics Teacher Education and Development, 15, (2) pp. 27-51. ISSN 1442-3901 (2013) [Refereed Article] Co-authors: Muir T | |

2013 | Watson J, Allen J, Beswick K, Cranston N, Hay I, et al., 'Issues related to students' decisions to remain in school beyond year 10', Youth Studies Australia, 32, (2) pp. 21-29. ISSN 1038-2569 (2013) [Refereed Article] Citations: Scopus - 1 Co-authors: Watson J; Allen J; Cranston N; Hay I; Wright S; Kidd L | |

2013 | Reeve E, Beswick K, 'Using technology to support statistical reasoning: Birds, eggs and times to hatch', Australian Primary Mathematics Classroom, 18, (2) pp. 15 - 20. ISSN 1326-0286 (2013) [Professional, Refereed Article] | |

2012 | Beswick K, Callingham R, Watson J, 'The nature and development of middle school mathematics teachers' knowledge', Journal of Mathematics Teacher Education, 15, (2) pp. 131-157. ISSN 1386-4416 (2012) [Refereed Article] DOI: 10.1007/s10857-011-9177-9 [eCite] [Details] Citations: Scopus - 6 Co-authors: Callingham R; Watson J | |

2012 | Beswick K, Goos M, 'Measuring pre-service primary teachers' knowledge for teaching mathematics', Mathematics Teacher Education and Development, 14, (2) pp. 70-90. ISSN 1442-3901 (2012) [Refereed Article] | |

2012 | Pharo EJ, Davison A, Warr K, Nursey-Bray M, Beswick K, et al., 'Can teacher collaboration overcome interdisciplinary barriers in a university structured around traditional disciplines? A case study using climate change', Teaching in Higher Education, 17, (5) pp. 497-507. ISSN 1356-2517 (2012) [Refereed Article] DOI: 10.1080/13562517.2012.658560 [eCite] [Details] Citations: Scopus - 10Web of Science - 3 Co-authors: Pharo EJ; Davison A; Warr K; Nursey-Bray M; Wapstra E; Jones C | |

2011 | Beswick K, 'Putting context in context: an examination of the evidence for the benefits of 'contextualised' tasks', International Journal of Science and Mathematics Education, 9, (2) pp. 367-390. ISSN 1571-0068 (2011) [Refereed Article] DOI: 10.1007/s10763-010-9270-z [eCite] [Details] Citations: Scopus - 3Web of Science - 4 | |

2011 | Beswick K, 'Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice', Educational Studies in Mathematics: An International Journal pp. 1-21. ISSN 0013-1954 (2011) [Refereed Article] DOI: 10.1007/s10649-011-9333-2 [eCite] [Details] Citations: Scopus - 15 | |

2011 | Beswick K, 'Positive experiences with negative numbers: Building on students in and out of school experiences', Australian Mathematics Teacher, 67, (2) pp. 31-40. ISSN 0045-0685 (2011) [Refereed Article] | |

2011 | Beswick K, 'Make Your Own Paint Chart: a Realistic Context for Developing Proportional Reasoning with Ratios', Australian Mathematics Teacher, 67, (1) pp. 6-11. ISSN 0045-0685 (2011) [Refereed Article] | |

2011 | Beswick K, Jones T, 'Taking professional learning to isolated schools: Perceptions of providers and principals', Mathematics Education Research Journal, 23, (2) pp. 83-105. ISSN 1033-2170 (2011) [Refereed Article] DOI: 10.1007/s13394-011-0006-3 [eCite] [Details] Citations: Scopus - 4 Co-authors: Jones T | |

2011 | Stack S, Beswick K, Brown N, Bound H, Kenny J, et al., '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) EJ ISSN 1835-517X (2011) [Refereed Article] Co-authors: Stack S; Brown N; Kenny J; Abbott-Chapman J | |

2011 | Watson J, Beswick K, 'School pupil change associated with a continuing professional development programme for teachers', Journal of Education for Teaching, 37, (1) pp. 63-75. ISSN 0260-7476 (2011) [Refereed Article] DOI: 10.1080/02607476.2011.538273 [eCite] [Details] Citations: Scopus - 4Web of Science - 1 Co-authors: Watson J | |

2010 | Beswick K, Watson A, De Geest E, 'Comparing theoretical perspectives in describing mathematics departments: complexity and activity', Educational Studies in Mathematics: An International Journal, 75, (2) pp. 153-170. ISSN 0013-1954 (2010) [Refereed Article] DOI: 10.1007/s10649-010-9248-3 [eCite] [Details] Citations: Scopus - 4Web of Science - 3 | |

2010 | Muir T, Beswick K, Williamson J, 'Up-close and personal: teachers' responses to an individualised professional learning opportunity', Asia-Pacific Journal of Teacher Education, 38, (2) pp. 129-146. ISSN 1359-866X (2010) [Refereed Article] DOI: 10.1080/13598661003677598 [eCite] [Details] Citations: Scopus - 7Web of Science - 3 Co-authors: Muir T; Williamson J | |

2008 | Beswick K, 'Influencing Teachers' Beliefs about Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties', Mathematics Teacher Education and Development, 9 pp. 3-20. ISSN 1442-3901 (2008) [Refereed Article] | |

2008 | Beswick K, Swabey KJ, Andrew RG, 'Looking for Attributes of Powerful Teaching for Numeracy in Tasmanian K-7 Classrooms', Mathematics Education Research Journal, 20, (1) pp. 3-31. ISSN 1033-2170 (2008) [Refereed Article] DOI: 10.1007/BF03217467 [eCite] [Details] Citations: Scopus - 1 Co-authors: Swabey KJ; Andrew RG | |

2008 | Muir T, Beswick K, Williamson JC, ''I'm not very good at solving problems': An exploration of students' problem solving behaviours', Journal of Mathematical Behavior, 27, (3) pp. 228-241. ISSN 0732-3123 (2008) [Refereed Article] DOI: 10.1016/j.jmathb.2008.04.003 [eCite] [Details] Citations: Scopus - 15 Co-authors: Muir T; Williamson JC | |

2008 | Shillito Sofia, Beswick K, Baguley MM, 'The aims of art education: An analysis of visual art in Tasmania's Essential Learning Cirriculum', Australian Online Journal of Arts Education, 4, (1) pp. 1-16. ISSN 1833-1505 (2008) [Refereed Article] Co-authors: Baguley MM | |

2007 | Muir T, Beswick K, 'Stimulating reflection on practice: using the supportive classroom reflection process', Mathematics Teacher Education and Development, 8 pp. 74-93. ISSN 1442-3901 (2007) [Refereed Article] Co-authors: Muir T | |

2006 | Beswick K, 'Teachers' Beliefs that Matter in Secondary Mathematics Classrooms', Educational Studies in Mathematics, 65, (1) pp. 95-120. ISSN 0013-1954 (2006) [Refereed Article] DOI: 10.1007/s10649-006-9035-3 [eCite] [Details] Citations: Scopus - 24 | |

2006 | Beswick K, 'Changes in preservice teachers' attitudes and beliefs: the net impact of two mathematics education units and intervening experiences', School Science and Mathematics, 106, (1) pp. 36-47. ISSN 0036-6803 (2006) [Refereed Article] | |

2006 | Beswick K, 'The Importance of Mathematics Teachers' Beliefs', Australian Mathematics Teacher, 62, (4) pp. 17-22. ISSN 0045-0685 (2006) [Refereed Article] | |

2006 | Watson JM, Beswick K, Caney A, Skalicky JL, 'Profiling teacher change resulting from a professional learning program in middle school numeracy', Mathematics Teacher Education and Development, 7, (1) pp. 3-17. ISSN 1442-3901 (2006) [Refereed Article] Co-authors: Watson JM; Caney A; Skalicky JL | |

2005 | Beswick K, 'The beliefs/practice connection in broadly defined contexts', Mathematics Education Research Journal, 17, (2) pp. 39-68. ISSN 1033-2170 (2005) [Refereed Article] DOI: 10.1007/BF03217415 [eCite] [Details] Citations: Scopus - 24 | |

2004 | Beswick K, 'Why does 0.999...=1?: A perennial question and number sense', Australian Mathematics Teacher, 60, (4) pp. 7-9. ISSN 0045-0685 (2004) [Contribution to Refereed Journal] |

### Book

(5 outputs)Year | Citation | Altmetrics |
---|---|---|

2015 | Siemon D, Beswick K, Brady K, Clark J, Faragher R, et al., 'Teaching Mathematics: Foundations to middle years', Oxford University Press, South Melbourne, pp. 720. (2015) [Revision/New Edition] | |

2013 | Siemon D, Adendorff S, Austin P, Fransman J, Hobden S, et al., 'Teaching Mathematics: Foundation to Intermediate Phase', Oxford University Press Southern Africa, South Africa, pp. 652. ISBN 978-0-19-599789-7 (2013) [Authored Other Book] | |

2012 | Watson JM, Beswick K, Brown N, 'Educational research and professional learning in changing times: The MARBLE experience', Sense Publishing, The Netherlands, pp. 352. ISBN 978-94-6091-943-5 (2012) [Authored Research Book] Co-authors: Watson JM; Brown N | |

2011 | Siemon D, Beswick K, Brady K, Clark J, Faragher R, et al., 'Teaching Mathematics: Foundations to middle years', Oxford University Press, Sydney, Australia, pp. 718. ISBN 9780195568455 (2011) [Authored Other Book] | |

2011 | Watson JM, Beswick K, Brown NR, Callingham RA, Muir T, et al., 'Digging into Australian Data with Tinkerplots', Objective Learning Materials, Sandown Village, pp. 372. ISBN 978-0-9580025-2-3 (2011) [Authored Other Book] Co-authors: Watson JM; Brown NR; Callingham RA; Muir T; Wright SE |

### Chapter in Book

(16 outputs)Year | Citation | Altmetrics |
---|---|---|

2016 | Beswick K, 'Manifestations of leadership in diverse educational settings', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 185-196. ISBN 9789463005227 (2016) [Research Book Chapter] | |

2016 | Brewer D, Beswick K, 'Confronting educational disadvantage by improving Tasmanian adolescents' participation in education', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 107-118. ISBN 9789463005227 (2016) [Research Book Chapter] | |

2016 | Getenet ST, Beswick K, 'Linking research and practice: Educational design research', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 29-40. ISBN 9789463005227 (2016) [Research Book Chapter] Co-authors: Getenet ST | |

2016 | Nailon D, Beswick K, Stephenson E, 'Professional Learning and Development for Pedagogical Leadership in Family Day Care in Tasmania', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 261-274. ISBN 9789463005227 (2016) [Research Book Chapter] Co-authors: Nailon D; Stephenson E | |

2016 | Beswick K, Anderson J, Hurst C, 'The education and development of practising teachers', Research in Mathematics Education in Australasia 2012-2015, Springer Science+Business Media, K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (ed), Singapore, pp. 329-352. ISBN 978-981-10-1417-8 (2016) [Research Book Chapter] | |

2015 | Beswick K, Callingham R, 'Opening the gate: improving mathematics attainment', Education transforms - Papers and reflections: Occasional Publications No. 1, The Peter Underwood Centre for Educational Attainment, University of Tasmania, Stratford E and Kilpatrick S (ed), Tasmania, pp. 100-105. ISBN 978-1-86295-845-6 (2015) [Other Book Chapter] Co-authors: Callingham R | |

2015 | Hay I, Watson J, Allen J, Beswick K, Cranston N, et al., 'Factors that influence students' educational aspirations', Education transforms - Papers and reflections: Occasional Publications No. 1, The Peter Underwood Centre for Educational Attainment, University of Tasmania, Stratford E and Kilpatrick S (ed), Tasmania ISBN 978-1-86295-845-6 (2015) [Other Book Chapter] Co-authors: Hay I; Watson J; Allen J; Cranston N; Wright S | |

2014 | Beswick K, 'What do teachers need to know to teach secondary mathematics?', Learning experiences to promote mathematics learning, World Scientific Publishing, PC Toh, TL Toh & B Kaur (ed), 5 Toh Tuck Link, Singapore 596224, pp. 93-113. ISBN 978-981-4612-90-6 (2014) [Research Book Chapter] | |

2014 | Brown N, Beswick K, 'Policy and Curriculum Research in the Context of Change', The Future of Educational Research: Perspectives from Beginning Researchers, Sense Publishers, N Fitzallen, R Reaburn, and S Fan (ed), Rotterdam, Netherlands, pp. 3-11. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] Co-authors: Brown N | |

2014 | Chaman MJ, Beswick K, Callingham R, 'Factors Influencing Mathematics Achievement among Secondary School Students: A Review', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 227-238. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] Co-authors: Chaman MJ; Callingham R | |

2014 | Nailon DL, Beswick K, 'Changes in policy related to early childhood education and care in Australia: The journey towards pedagogical leadership', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 13-23. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] Co-authors: Nailon DL | |

2014 | Saville MJ, Beswick K, Callingham R, 'The use of interactive whiteboards in education: Opportunities and challenges', The Future of Educational Research, Sense Publishers, N. Fitzallen, S. Fan & R. Reaburn (ed), Netherlands, pp. 203-216. ISBN 978-94-6209-512-0 (2014) [Research Book Chapter] Co-authors: Saville MJ; Callingham R | |

2013 | Beswick K, 'Knowledge and beliefs for nurturing reflective learners of rational number concepts', Nurturing Reflective Learners in Mathematics, World Scientific Publishing, B Kaur (ed), Singapore, pp. 57-80. ISBN 9789814472746 (2013) [Research Book Chapter] | |

2013 | Muir T, Beswick K, Williamson J, 'Approaches to problem solving: Developing an understanding of naive, routine and sophisticated problem solving behaviours', The Psychology of Problem Solving: An Interdisciplinary Approach, Nova Science Publishers, S Helie (ed), New York, pp. 85-100. ISBN 978-1-62257-612-8 (2013) [Research Book Chapter] Co-authors: Muir T; Williamson J | |

2012 | Anthony G, Beswick K, Ell F, 'The professional education and development of prospective teachers of mathematics', Research in Mathematics Education in Australasia 2008-2011, Sense Publishing, B Perry, T Lowrie, T Logan, A MacDonald and J Greenlees (ed), Rotterdam, pp. 291-312. ISBN 978-94-6091-969-5 (2012) [Research Book Chapter] | |

2006 | Beswick K, Brown NR, ''The teachers give as much as they can, not as little as they can': Report from SiMERR Tasmania', Science, ICT and Mathematics Education in Rural and Regional Australia: State and Territory Case Studies, National Centre of Science, ICT and Mathematics Education for Rural and Regional Australia: University of New England, Terry Lyons (ed), Armidale, pp. 65-87. ISBN 1 86389 996 0 (2006) [Other Book Chapter] Co-authors: Brown NR |

### Conference Publication

(67 outputs)Year | Citation | Altmetrics |
---|---|---|

2016 | Beswick K, 'Discerning the shared beliefs of teachers in a secondary school mathematics department', Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (MERGA), 3 - 7 July 2016, Adelaide, Australia, pp. 132-139. ISBN 978-1-920846-29-9 (2016) [Refereed Conference Paper] | |

2016 | Beswick K, Chick H, 'Responses to 'The Scary Question': how teaching challenges impact the use of knowledge and its development', Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, 3-7 August 2016, Szeged, Hungary, pp. 91-98. ISSN 0771-100X (2016) [Refereed Conference Paper] Co-authors: Chick H | |

2015 | Beswick K, Muir T, Wells J, 'Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education', International Group for the Psychology of Mathematics Education, 13 - 18 July, Hobart, Tasmania, pp. 1-i - -4-344. ISBN 978-1-86295-829-6 (2015) [Conference Edited] Co-authors: Muir T; Wells J | |

2015 | Callingham R, Beswick K, 'Opening the gate: Improving mathematics attainment', Education transforms - Papers and reflections, 14-16 July, The Peter Underwood Centre, Hobart, Tasmania, pp. 100-105. ISBN 978-1-86295-845-6 (2015) [Non Refereed Conference Paper] Co-authors: Callingham R | |

2015 | Hay I, Callingham RA, Chick HL, Beswick K, Nicholson T, et al., 'Can Teachers' Pedagogical Content Knowledge in Subject English Really be Measured?', Contributed Papers, 11-13 February, University of Tasmania, pp. 1-3. (2015) [Non Refereed Conference Paper] Co-authors: Hay I; Callingham RA; Chick HL; Shorter D; Hopwood Belinda; Jones JM | |

2015 | Hay I, Watson J, Allen J, Beswick K, Cranston N, et al., 'Factors that influence students' educational aspirations', Education transforms - Papers and reflections, 14-16 July, The Peter Underwood Centre, Hobart, Tasmania, pp. 89-93. ISBN 978-1-86295-845-6 (2015) [Non Refereed Conference Paper] Co-authors: Hay I; Watson J; Allen J; Cranston N; Wright S | |

2015 | Jarman B, Ollington N, Rayner CS, Beswick K, 'School experiences, Autism Spectrum Disorder characteristics, and mental health in females with Asperger syndrome', ASID, 11-13 November, Crown Promenade Conference Centre, Southbank Vic, pp. 66. (2015) [Conference Edited] Co-authors: Jarman B; Ollington N; Rayner CS | |

2015 | Watson JM, Wright SE, Allen JM, Beswick K, Hay I, et al., 'Listening to the Community on Student Retention', AARE Conference Proceedings, 29 November, University of Notre Dame, Fremantle WA, pp. 1-16. ISSN 1324-9320 (2015) [Refereed Conference Paper] Co-authors: Watson JM; Wright SE; Hay I; Cranston NC | |

2015 | Beswick K, 'Inferring pre-service teachers' beliefs from their commentary on knowledge items', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 121-128. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper] | |

2015 | Getenet ST, Beswick K, Callingham R, 'Conceptualising technology integrated mathematics teaching: the stamp knowledge framework', Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, 13-18 July 2015, University of Tasmania, Hobart, Australia, pp. 321-328. ISBN 978-1-86295-829-6 (2015) [Refereed Conference Paper] Co-authors: Callingham R | |

2014 | Beswick K, Callingham R, 'The beliefs of pre-service primary and secondary mathematics teachers, in-service mathematics teachers, and mathematics teacher educators', Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education & the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15-20 July 2014, Vancouver, Canada, pp. 137-144. ISBN 978-0-86491-362-3 (2014) [Refereed Conference Paper] Co-authors: Callingham R | |

2014 | Getenet ST, Beswick K, 'Using ICT in teaching a specific mathematics concept: Graphs of logarithmic functions', Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education & the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, 15-20 July 2014, Vancouver, Canada, pp. 153-160. ISBN 978-0-86491-363-0 (2014) [Refereed Conference Paper] Co-authors: Getenet ST | |

2013 | Beswick K, Faragher R, 'Are we bored yet? Raising attainment and maintaining interest', Mathematics education: Yesterday, today and tomorrow: Proceedings for the 36th annual conference of the Mathematics Education Research Group of Australasia, 7 - 11 July 2013, Melbourne, Victoria, pp. 9. (2013) [Conference Extract] | |

2013 | Beswick K, Muir T, Jade K, Farrington L, Callingham R, 'Increasing the LD50 of mathematics: Re-engaging students in mathematics learning', Mathematics: Launching Futures - Proceedings of the 24th Biennial Conference of the Australian Association of Mathematics Teachers Inc. (AAMT), 10-13 July 2013, Melbourne, Victoria, pp. 55-64. ISBN 978-1-875900-76-3 (2013) [Refereed Conference Paper] Co-authors: Muir T; Jade K; Callingham R | |

2013 | Chick H, Beswick K, 'Educating Boris: An examination of pedagogical content knowledge for mathematics teacher educators', Mathematics Education: Yesterday, Today and Tomorrow - Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, 7-11 July 2013, Melbourne, Victoria, pp. 170-177. (2013) [Refereed Conference Paper] Co-authors: Chick H | |

2013 | Getenet ST, Beswick K, 'Measuring mathematics teacher educators' knowledge of technology integrated teaching: Instrumental development', Mathematics Education: Yesterday, Today and Tomorrow - Proceedings of the 36th Annual Conference of the Mathematics Education Research Group of Australasia, 7-11 July 2013, Melbourne, Victoria, pp. 354-361. (2013) [Refereed Conference Paper] Co-authors: Getenet ST | |

2013 | Kilpatrick SI, Beswick K, McNaught K, Penesis I, Balatti J, et al., 'Development of mathematics pathways for VET students to articulate to related higher education courses', Development of mathematical pathways for vet students to articulate to related higher education courses, Friday 20th September, Australian National University (2013) [Conference Extract] Co-authors: Kilpatrick SI; Penesis I; Thomas GA; Callingham RA; Skalicky JL; Brown NR; Fitzallen NE; Leon de la Barra BA; Barnes R | |

2012 | Beswick K, Callingham R, Muir T, 'Teaching mathematics in a project-based learning context: Initial teacher knowledge and perceived needs', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 114-121. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper] Co-authors: Callingham R; Muir T | |

2012 | Callingham R, Beswick K, Clark J, Kissane B, Serow P, et al., 'Mathematical knowledge for teaching of MERGA members', Mathematics Education: Expanding Horizons - Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, 2-6 July 2012, Singapore, pp. 162-169. ISBN 978-981-07-2527-3 (2012) [Refereed Conference Paper] Co-authors: Callingham R | |

2012 | Cranston N, Allen J, Watson J, Hay I, Beswick K, 'Findings from a pilot study into student retention beyond year 10', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-9. ISSN 1324-9320 (2012) [Refereed Conference Paper] Co-authors: Cranston N; Allen J; Watson J; Hay I | |

2012 | Beswick K, Hay I, Watson J, Allen J, Cranston N, 'Factors influencing students' decisions about post-year 10 education', Proceedings of the 2012 Australian Association for Research in Education Conference, 2-6 December 2012, University of Sydney, Australia, pp. 1-8. ISSN 1324-9320 (2012) [Refereed Conference Paper] Co-authors: Hay I; Watson J; Allen J; Cranston N | |

2011 | Beswick K, 'Knowledge/beliefs and their relationship to emotion', Current State of Research on Mathematical Beliefs XVI - Proceedings of the MAVI-16 Conference, 26-29 June 2010, Tallinn, Estonia, pp. 43-59. ISBN 978-9949-463-79-4 (2011) [Refereed Conference Paper] | |

2011 | Beswick K, Callingham R, 'Building the culture of evidence-based practice in teacher preparation: Instrument development and piloting', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1 - 13. ISSN 1324-9320 (2011) [Refereed Conference Paper] Co-authors: Callingham R | |

2011 | Beswick K, Callingham R, 'Connecting the beliefs and knowledge of preservice teachers', Current State of Research on Mathematical Beliefs XVII - Proceedings of the MAVI-17 Conference, 17-20 September 2011, Bochum, Germany, pp. 33-42. ISBN 978-3-00-036820-2 (2011) [Refereed Conference Paper] Co-authors: Callingham R | |

2011 | Beswick K, Muir T, 'Interactive whiteboards as potential catalysts of pedagogic change in secondary mathematics teaching', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA , 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 115-123. ISBN 978-1-875900-70-1 (2011) [Refereed Conference Paper] Co-authors: Muir T | |

2011 | Beswick K, Watson J, Brown N, Callingham R, Wright S, 'Student attitude change associated with teacher professional learning in Mathematics', Current State of Research on Mathematical Beliefs XVI (Proceedings of the MAVI-16 Conference), 26-29 June 2010, Tallinn, Estonia, pp. 60-76. ISBN 978-9949-463-79-4 (2011) [Refereed Conference Paper] Co-authors: Watson J; Brown N; Callingham R; Wright S | |

2011 | Beswick K, Ashman D, Callingham R, McBain D, 'Teachers' and pre-service teachers' confidence to teach primary school mathematics', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-10. ISSN 1324-9320 (2011) [Refereed Conference Paper] Co-authors: Ashman D; Callingham R; McBain D | |

2011 | Callingham R, Beswick K, Chick H, Clark J, Goos M, et al., 'Beginning teachers' mathematical knowledge: What is needed?', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA Conference, 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 900-907. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper] Co-authors: Callingham R | |

2011 | Muir T, Callingham R, Beswick K, 'Using interactive whiteboards to teach mathematics: Examining teachers' pedagogical approaches', INTED2011 Conference Proceedings, 7-9 March 2011, Valencia, Spain, pp. 1-8. ISBN 978-84-614-7423-3 (2011) [Refereed Conference Paper] Co-authors: Muir T; Callingham R | |

2011 | Watson J, Brown N, Beswick K, Wright S, 'Teacher change in a changing educational environment', Mathematics: Traditions and [New] Practices - Proceedings of the AAMT-MERGA , 3-7 July 2011, Alice Springs, Northern Territory, Australia, pp. 760-766. ISBN 978-1-875900-71-8 (2011) [Refereed Conference Paper] Co-authors: Watson J; Brown N; Wright S | |

2011 | Callingham R, Beswick K, 'Measuring pre-service teachers knowledge of mathematics for teaching', Proceedings of the 2011 Australian Association for Research in Education Conference, 27 November - 1 December 2011, Hobart, Tasmania, pp. 1-14. ISSN 1324-9320 (2011) [Refereed Conference Paper] Co-authors: Callingham R | |

2010 | Jennison M, Beswick K, 'Student Attitude, Student Understanding and Mathematics Anxiety', Shaping the future of mathematics education : proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, 3 - 7 July 2010, Fremantle, Western Australia, pp. 280-288. ISBN 978-1-920846-25-1 (2010) [Refereed Conference Paper] | |

2010 | Watson J, Brown N, Beswick K, Callingham R, Wright S, 'Student Change Associated with Professional Learning in Mathematics', Shaping the future of mathematics education : proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia, 3 - 7 July 2010, Fremantle, Western Australia, pp. 602-609. ISBN 978-1-920846-25-1 (2010) [Refereed Conference Paper] Co-authors: Watson J; Brown N; Callingham R; Wright S | |

2009 | Beswick K, 'School Mathematics and Mathematicians' Mathematics: teachers' beliefs about Mathematics', In Search of Theories in Mathematics Education, 19-24 July 2009, Greece, pp. 153-160. ISBN 978-960-243-653-0 (2009) [Non Refereed Conference Paper] | |

2009 | Beswick K, 'Representing Proportional Relationships Algebracically', Mathematics: It's Mine, 22nd Biennial Conference of the Australian Association of Mathematics Teachers, 13-16 July, 2009, Fremantle, Western Australia, pp. 53-64. ISBN 978-1-875900-66-4 (2009) [Refereed Conference Paper] | |

2009 | Beswick K, Muir T, 'Do you see what I see? Preservice teachers watching video excerpts of teaching', Partnerships for Learning: On Campus and Beyond, 26th November 2009, Hobart, TAS, pp. 1-12. (2009) [Refereed Conference Paper] Co-authors: Muir T | |

2009 | Jennison M, Beswick K, 'Students' perceptions of the impacts of parents, teachers and teaching upon their anxiety about the learning of fractions', Crossing Divides, 5-9 July 2009, Massey University, Wellington, New Zealand, pp. 265-272. (2009) [Refereed Conference Paper] | |

2009 | Watson JM, Beswick K, 'Which is bigger: 250 tonnes or 17%? A tale of salt', Mathematics: It's Mine, 22nd Biennial Conference of the Australian Association of Mathematics Teachers, 13-16 July, 2009, Fremantle, Western Australia, pp. 175-186. ISBN 978-1-875900-66-4 (2009) [Refereed Conference Paper] Co-authors: Watson JM | |

2008 | Beswick K, 'Teachers' and their Students' Perceptions of their Mathematics Classroom Environments', Proceedings of the Joint Meeting of PME 32 and PME-NA XXX, 17-21 July 2008, Mexico, pp. 161-168. ISBN 978-968-9020-06-6 (2008) [Refereed Conference Paper] | |

2008 | Beswick K, 'Middle School Mathematics Teachers' Knowledge for Teaching', 11th International Conference on Mathematics Education (ICME-11), 6-13 July 2008, Mexico, pp. 1-13. ISBN 84-7801-648-1 (2008) [Refereed Conference Paper] | |

2008 | Beswick K, 'Improving Middle School Students' Proportional Reasoning ', Connected Maths, 4-5 December 2008, Melbourne, pp. 25-39. ISBN 978-1-8769-49-99-0 (2008) [Non Refereed Conference Paper] | |

2008 | Beswick K, Browning S, 'The impact of a mathematics tutoring package on a rural secondary students' attitudes to mathematics', Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference, 26-28 April 2007, UNE, NSW Australia, pp. 43-55. ISBN 978-1-921597-01-5 (2008) [Refereed Conference Paper] | |

2008 | Beswick K, Dole S, 'Recollections of mathematics education: approaching graduation and 5 years later', Proceedings of the 31st annual conference of the Mathematics Education Research Group of Australasia, 28 June - 1 July 2008, Brisbane, QLD, pp. 67-76. (2008) [Refereed Conference Paper] | |

2008 | Beswick K, 'Fostering Creativity by Establishing the Conditions for Complex Emergence', Proceedings of the Discussion Group 9: Promoting Creativity for all Students in Mathematics Education, 6-13 July 2008, Monterrey, Mexico, pp. 127-132. ISBN 978-954-712-420-2 (2008) [Non Refereed Conference Paper] | |

2007 | Beswick K, 'What you expect is what you get: The impact of mathematics teachers' beliefs about students' capabilities on their practice', Proceedings of the 'Narrowing the Gap: Addressing Educational Disadvantage' Conference, 26 - 28 April 2007, University of New England, Armidale, NSW, pp. 121. ISBN 978-1-921597-01-5 (2007) [Conference Extract] | |

2007 | Brown NR, Watson JM, Beswick K, Fitzallen NE, 'Numeracy in a reform-based learning environment', AARE 2006 Conference Proceedings, 27-30 November, Adelaide EJ ISSN 1324-9320 (2007) [Refereed Conference Paper] Co-authors: Brown NR; Watson JM; Fitzallen NE | |

2007 | Heirdsfield A, Dole S, Beswick K, 'Instruction to support mental computation development in youg children of diverse ability', AARE 2006 Conference Proceedings, 27-30 November, Adelaide EJ ISSN 1324-9320 (2007) [Refereed Conference Paper] | |

2007 | Watson JM, Beswick K, 'Mathematics: Essential Research, Essential Practice', MERGA, 2-6 July, Hobart, Tas, pp. iii-923. ISBN 978-1-920846-13-8 (2007) [Conference Edited] Co-authors: Watson JM | |

2007 | Watson JM, Beswick K, Brown NR, Callingham RA, 'Student change associated with teachers' professional learning', Mathematics: essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July, Hobart, Tasmania, pp. 785-794. ISBN 978-1-920846-14-5 (2007) [Refereed Conference Paper] Co-authors: Watson JM; Brown NR; Callingham RA | |

2007 | Beswick K, Watson A, DeGeest E, 'Describing Mathematics Departments: The Strengths and Limitations of Complexity Theory and Activity Theory', Mathematics: essential research, essential practice : proceedings of the 30th annual conference of the Mathematics Education Research Group of Australasia, 2-6 July, Hobart Tasmania, pp. 113-122. ISBN 978-1-920846-13-8 (2007) [Refereed Conference Paper] | |

2006 | Andrew RG, Beswick K, Swabey KJ, 'Repertoires for Diversity: Effective pedagogies for inclusive practice', AARE 2005 Conference Proceedings, December 2005, Paramatta, Sydney EJ ISSN 1324-9339 (2006) [Refereed Conference Paper] Co-authors: Andrew RG; Swabey KJ | |

2006 | Beswick K, 'Implications of complexity science for the study of belief systems', Proceedings of the British Society for Research into Learning Mathematics, 11th November 2006, University of Birmingham, pp. 1-6. (2006) [Non Refereed Conference Paper] | |

2006 | Beswick K, Watson JM, Brown NR, 'Teachers' Confidence and Beliefs and their Students' Attitudes to Mathematics', Identities Cultures and Learning Spaces - Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, 1-5 July 2006, Canberra ACT, pp. 68-75. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper] Co-authors: Watson JM; Brown NR | |

2006 | Watson JM, Beswick K, Brown NR, 'Teachers' knowledge of their students as learners and how to intervene', Identities Cultures and Learning Spaces - Proceedings of the 29th Annual Conference of the Mathematics Education Research Group of Australasia, 1-5 July 2006, Canberra, ACT, pp. 551-558. ISBN 1-920846-12-3 (2006) [Refereed Conference Paper] Co-authors: Watson JM; Brown NR | |

2005 | Beswick K, 'Preservice Teachers' Understandings of Relational and Instrumental Understanding', 29th Conference of the International Group for the Psychology of Mathematics Education, July, Melbourne, pp. 161-168. ISSN 0771-100X (2005) [Refereed Conference Paper] | |

2005 | Muir T, Beswick K, 'Where Did I Go Wrong? Reflecting on the Problem Solving Process', Building connections: Research, Theory and Practice, July, Melbourne, pp. 561-570. ISBN 1-920846-07-7 (2005) [Refereed Conference Paper] Co-authors: Muir T | |

2005 | Beswick K, 'It depends on the students: Influencing teachers' beliefs about the ends and means of numeracy teaching', Building connections: Research, Theory and Practice, July, Melbourne, pp. 137-144. ISBN 1-920846-07-7 (2005) [Refereed Conference Paper] | |

2004 | Beswick K, 'The impact of teachers' perceptions of student characteristics on the enactment of their beliefs', Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 14-18 July 2004, Bergen, Norway, pp. 111-118. ISSN 0771-100X (2004) [Refereed Conference Paper] | |

2004 | Beswick K, 'Factors Preventing One Mathematics Teacher from Changing her Beliefs and Practice', Proceedings of the 10th International Congress on Mathematical Education, 4-11 July 2004, Copenhagen, Denmark EJ (2004) [Refereed Conference Paper] | |

2004 | Beswick K, Maynard A, 'Why they continue: Factors influencing girls to study mathematics at senior secondary level and beyond', Proceedings of the Continuity and Change: Educational Transitions International Conference, 27-28 November 2003, Sydney, Australia EJ ISBN 1 74108 071 1 (2004) [Refereed Conference Paper] | |

2004 | Beswick K, Muir T, 'Talking and Writing About the Problem Solving Process', Proceedings of the 27th Annual Conference of the Mathematics Education Research Group of Australasia, 27-30 June 2004, Townsville, Australia, pp. 95-102. (2004) [Refereed Conference Paper] Co-authors: Muir T | |

2004 | Beswick K, Muir T, McIntosh AJ, 'Developing an instrument to assess the number sense of young children', AARE 2004 International Education Research Conference Paper Abstracts, 28th November - 2nd December 2004, Melbourne, Australia EJ ISSN 1324-9339 (2004) [Refereed Conference Paper] Co-authors: Muir T; McIntosh AJ | |

2003 | Beswick K, 'Accounting for the Contextual Nature of Teachers' Beliefs in Considering Their Relationship to Practice', Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia MERGA 26, 6-10 July 2003, Deakin University, Geelong, pp. 152-159. ISBN 1-9208460-1-8 (2003) [Refereed Conference Paper] | |

2002 | Beswick K, 'Teacher Beliefs: Probing the Complexities', Mathematics Education in the South Pacific, July 7-10, 2002, New Zealand, pp. 139-146. ISBN 0-86869-048-1 (2002) [Refereed Conference Paper] | |

2002 | Dole S, Beswick K, 'Maths Anxiety Self-asseessment as a Quality Assurance Measure', Proceedings of the 25th Annual Conference of Mathematics Education Research Group of Australasia Incorporated - MERGA 25 Mathematics Education in the South Pacific, 7-10 July 2002, The University of Auckland, New Zealand, pp. 236-243. ISBN 0-86869-048-1 (2002) [Refereed Conference Paper] | |

2001 | Beswick K, Dole SL, 'Dispelling the Myths: Influencing the Beliefs of Preservice Primary Teachers', Numeracy and Beyond, June-July, Sydney, pp. 90-97. ISBN 1 86487 386 8 (2001) [Refereed Conference Paper] Co-authors: Dole SL | |

2001 | Dole SL, Beswick K, 'Developing Ten Facts With Prep Grade Students: A Teaching Experiment', Numeracy and Beyond, June-July, Sydney, pp. 186-193. ISBN 1 86487 386 8 (2001) [Refereed Conference Paper] Co-authors: Dole SL |

### Contract Report, Consultant's Report

(3 outputs)Year | Citation | Altmetrics |
---|---|---|

2005 | Andrew RG, Beswick K, Swabey KJ, Barrett MS, Bridge DJ, 'Repertoires for diversity: Effective literacy and numeracy in inclusive schools', Tasmanian Department of Educations, the Catholic Education Office - Assoc. of Independent Schools (2005) [Consultants Report] Co-authors: Andrew RG; Swabey KJ; Barrett MS; Bridge DJ | |

2005 | Watson JM, Beswick K, Caney A, Skalicky JL, 'Being Numerate in the Middle Years:An Evaluation Report on the Department of Education Tasmania targeted professional learning numeracy program for teachers of students Grades 5-8, August to November, 2004', Department of Education (2005) [Consultants Report] Co-authors: Watson JM; Caney A; Skalicky JL | |

2004 | Beswick K, 'Numeracy for students with particular learning requirements K-8', Australian Government (2004) [Consultants Report] |

### Other Public Output

(2 outputs)Year | Citation | Altmetrics |
---|---|---|

2015 | Kilpatrick S, Beswick K, Penesis I, McNaught K, Balatti J, et al., 'Development of mathematical pathways for VET students to articulate to related higher education courses', Office for Learning and Teaching, Australia, pp. 1-102. (2015) [Report] Co-authors: Kilpatrick S; Penesis I; Thomas G; Callingham R; Skalicky J; Brown N; Fitzallen N; Leon de la Barra BA | |

2013 | Beswick K, Morony W, 'Maths equation now adds up to problem', Newcastle Herald, Fairfax Regional Media, Australia, March 11, 2013, p. 1. (2013) [Newspaper Article] |

## Grants & Funding

### Funding Summary

Number of grants

26

Total funding

### Projects

- Description
- This project will develop a maths primary specialisation outcomes statement to support Program Standard 4.4 of the Accreditation of Initial Teacher Education Programs in Australia: Standards and Procedures.
- Funding
- Australian Institute for Teaching and School Leadership ($11,200)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2016

- Description
- This project will deliver a large data set of qualitative and quantitative data, together with an initial report that will identify key factors in school mathematics improvement as measured by NAPLAN.
- Funding
- Department of Industry and Science ($492,964)
- Scheme
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Callingham RA; Beswick K; Goos M; Watt Helen; Carmichael C; Anderson Judy; Hurrell D
- Year
- 2015

- Description
- The project will investigate; 1) how education jurisdictions and university mathematics educators can collaborate to construct a professional learning program for secondary mathematics teachers; 2) how a collaboratively planned research based 5 day professional learning program can influence the knowledge, beliefs and practice of secondary mathematics teachers; 3) the extent to which changed practices are noticed by students; 4) the impacts of a collaboratively planned research based 5 day professional learning program on students attitudes to mathematics. The PL program will include innovative elements. In addition research detecting the impacts of teacher PL on students is rare and so the results of the project should be readily publishable in high quality journals e.g. Mathematics Teacher Education and Development and the Journal of Mathematics Teachers Education. Co-construction of PL programs is also rare and hence the documentation and analysis of this aspect of the project will make a further contribution to the research literature.
- Funding
- Department of Education Tasmania ($76,434)
- Scheme
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Chick HL; Muir T; Fitzallen NE; Reaburn RL; Wells J
- Period
- 2014 - 2015

- Description
- This project (TEMPEST) will provide teachers of mathematics K-12 including in the VET sector with: a collaboratively developed national framework for the creation, implementation, and evaluation of quality professional learning (PL); and quality PL resources addressing identified needs particularly related to the applications of mathematics in science, ICT (particularly informatics) and engineering (STEM disciplines).
- Funding
- Department of Industry and Science ($1,738,070)
- Scheme
- Grant-Aust Maths and Science Partnership Program
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Fraser SP; Callingham RA; Thomas GA; Seen AJ; Muir T; Chick HL; Reaburn RL; Leon de la Barra BA; Wells J
- Period
- 2014 - 2016

- Description
- Mathematics teachers need to know their subject and how to teach it. They also need passion for thediscipline and for inspiring their students to love it. They must believe that their students can learnmathematics and set high academic expectations for all of them. We know both knowledge and beliefs mustbe addressed in order to improve teaching but exactly how this can be done? This project will build on theapplicants existing work to develop theoretical insights that will lead to innovative approaches to teacherchange based on the integration of teacher knowledge and affect. The outcomes are pivotal to nationalprosperity and will place Australia at the forefront of research on understanding and facilitating teacherchange.
- Funding
- Australian Research Council ($733,489)
- Scheme
- Fellowship-Future
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Period
- 2014 - 2018
- Grant Reference
- FT140101351

- Description
- The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
- Funding
- Department of Education Tasmania ($200,000)
- Scheme
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
- Period
- 2013 - 2015

- Description
- This project aims to: 1) identify ways in which interdisciplinary relationships between mathematics and science educators and mathematicians and scientists can develop and be maintained both within and between universities; 2) identify characteristics of initial teacher education programs that enhance the confidence and knowledge of pre-service teachers to teach mathematics and science; and 3) identify characteristics of successful science course innovations that increase the numbers of science graduates aspiring to teaching careers.
- Funding
- Department of Industry and Science ($2,200,000)
- Scheme
- Grant
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Fraser SP; Seen AJ; Hilder EF; Penesis I; Muir T; Reaburn RL; Wells Jessica; Thomas GA
- Period
- 2013 - 2016

- Description
- There is considerable interest in raising the quality of teachers through setting standards and expectations to which all teachers can aspire. This task is complex. The knowledge that teachers need varies across the levels of schooling, with teacher experience, and by subject. The curriculum describes what content must be taught at each year level but there is no parallel pedagogical curriculum to indicate what appropriate pedagogical knowledge is necessary to achieve the goals of the curriculum. The Powerful Knowledge study will map the knowledge and develop benchmark standards of what teachers need to know to teach effectively in Mathematics and English across Levels of Schooling and different Career Stages.
- Funding
- Australian Research Council ($181,000)
- Scheme
- Grant-Discovery Projects
- Administered By
- University of Tasmania
- Research Team
- Callingham RA; Chick HL; Beswick K; Hay I
- Period
- 2013 - 2015
- Grant Reference
- DP130103144

- Funding
- Department of Industry and Science ($219,000)
- Scheme
- Grant
- Administered By
- University of Tasmania
- Research Team
- Kilpatrick SI; Beswick K; Penesis I; Thomas GA; Callingham RA; Skalicky JL; Fitzallen NE; Leon de la Barra BA; Brown NR
- Year
- 2013

- Description
- The project aims to establish a sustainable model for building confidence and capacity of rural and regional primary and junior secondary teachers of science, technology and mathematics (STEM) through a teacher and expert jointly-developed framework for teacher analysis, critique, and evaluation of STEM resources.
- Funding
- Department of Industry and Science ($378,000)
- Scheme
- Grant-Aust Maths and Science Partnership Program
- Administered By
- University of Tasmania
- Research Team
- Kilpatrick SI; Fraser SP; Beswick K; Chin CKH; Fitzallen NE; Fluck A; Penesis I; Leon de la Barra BA; Ranmuthugala SD; Seen AJ; Thomas GA; Harte D
- Year
- 2013

- Funding
- University of Tasmania ($16,000)
- Scheme
- Grant-Research Enhancement (REGS)
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Callingham RA; Muir T
- Year
- 2012

- Description
- Increased retention of Australian students beyond the compulsory years of schooling is fundamental to improving the skills and capacity of our youth, to lifting the nations educational ranking among OECD countries and, ultimately, to raising Australias productivity and the health and well-being of its people. This longitudinal mixed-methods study draws on expertise from university and industry partners to investigate factors that influence student retention in rural, regional and disadvantaged areas. Located in Tasmania, the research aims to discover best educational practice to enhance retention in schooling in these regions, drawing on and contributing to both national and international research.
- Funding
- Australian Research Council ($264,000)
- Scheme
- Grant-Linkage Projects Round 2
- Administered By
- University of Tasmania
- Research Team
- Hay I; Beswick K; Cranston NC; Watson JM; Allen JM
- Period
- 2011 - 2014
- Grant Reference
- LP110200828

- Funding
- Office for Learning & Teaching ($220,000)
- Scheme
- Grant-Strategic Priority Projects
- Administered By
- University of Tasmania
- Research Team
- Callingham RA; Beswick K; Chick HL; Clark Julie; Goos M; Kissane B; Serow P; Thornton S; Tobias S
- Period
- 2010 - 2011

- Funding
- University of Tasmania ($2,486)
- Scheme
- Grant-Conference Support Scheme
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2009

- Funding
- University of Tasmania ($10,000)
- Scheme
- Grant-Institutional Research Scheme
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2008

- Funding
- Australian Catholic University ($47,015)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2007

- Funding
- Mr Alec Young ($22,769)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Beswick K; Wills R
- Year
- 2006

- Funding
- Department of Education Tasmania ($34,704)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Watson JM; Beswick K
- Year
- 2006

- Funding
- Department of Education and the Arts ($18,000)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Watson JM; Beswick K
- Year
- 2005

- Funding
- Scotch Oakburn College ($1,705)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2005

- Funding
- University of Tasmania ($10,000)
- Scheme
- Grant-Institutional Research Scheme
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2005

- Funding
- Australian Research Council ($281,943)
- Collaborators
- Catholic Education Office, Tasmania ($15,600); Department of Education Tasmania ($98,940)
- Scheme
- Grant-Linkage Projects Round 1
- Administered By
- University of Tasmania
- Research Team
- Watson JM; Brown NR; Beswick K
- Period
- 2005 - 2008
- Grant Reference
- LP0560543

- Funding
- University of New England ($120,000)
- Scheme
- Grant-SiMERR Hub
- Administered By
- University of Tasmania
- Research Team
- Watson JM; Beswick K; Brown NR; Satterthwait DR; Robertson ME; Fluck A; Bound HI
- Period
- 2005 - 2007

- Funding
- Department of Education Tasmania, con ($18,000)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Watson JM; Beswick K
- Year
- 2004

- Funding
- Department of Education Tasmania ($3,210)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Beswick K
- Year
- 2004

- Funding
- Department of Education Tasmania ($50,000)
- Scheme
- Consultancy
- Administered By
- University of Tasmania
- Research Team
- Andrew RG; Beswick K; Barrett MS; Bridge D; Myhill ME; Swabey KJ
- Period
- 2003 - 2004

## Research Supervision

Kim is interested in supervising projects relating to mathematics teacher beliefs particularly related to students' capacity to learn maths. Ideally, potential candidates will have background in teaching maths

Current

8

Completed

7

### Current

Degree | Title | Commenced |
---|---|---|

PhD | How Can the Professional Learning of Secondary School Teachers be Improved to Enhance Student Learning Outcomes in Numeracy? | 2011 |

PhD | Teacher Disposition and Practice: Reflection, Awareness and Understanding | 2012 |

PhD | Pedagogical Leadership in early Childhood Education and Care: Responding to the National Quality Framework (NQF) | 2012 |

PhD | Developing Robust Flexible Methodologies that Assess the Limits of Knowledge and Understanding of Neonatal Nursing Practice; Incorporating Cognitive Processes Required of Professional Practice, Interpersonal Competence and Intrapersonal Qualities | 2012 |

PhD | Attracting and Retaining Teachers to the West Coast of Tasmania: Recognising Responsibility to Improve Current Practice | 2012 |

PhD | The use of Interactive Whiteboards in Australian Primary Schools | 2013 |

PhD | The Education of Girls With Asperger's Syndrome | 2014 |

PhD | Self Regulated Learning for Pre-Service Mathematics Teacher within the Context of Technology Aided-Classroom | 2014 |

### Completed

Degree | Title | Completed |
---|---|---|

PhD | Teaching with Interactive Whiteboards: A study of pre-service primary school teachers' education with interactive whiteboards Candidate: Marissa Jane Saville | 2016 |

PhD | Enhancing Mathematics Teacher Educators' Technological Pedagogical Content Knowledge through Collaborative Professional Development: Ethiopia Candidate: Seyum Tekeher Getenet | 2015 |

PhD | Factors influencing mathematics achievement of secondary school students in India Candidate: Mini Joseph Chaman | 2015 |

PhD | Students' Understanding of Statistical Inference: Implications for Teaching Candidate: Robyn Lee Reaburn | 2011 |

PhD | Mathematics in School and Life: Implications for Secondary Mathematics Candidate: Peter Stuart Faulkner | 2009 |

Masters | The Effect of a Fraction Teaching Intervention on Year 8 Students Who Have Mathematics Anxiety Candidate: Michelle Helen Jennison | 2009 |

PhD | "I Thought I Was Reasonably Good At Teaching Maths": The Link Between Principles of Practice Teacher Actions and Supportive Classroom Reflection Candidate: Tracey Anne Muir | 2009 |