Kim Beswick

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Jane M WatsonProfessor of Mathematics Education, University of TasmaniaVerified email at utas.edu.au
Rosemary CallinghamAssociate Professor of Mathematics Education University of TasmaniaVerified email at utas.edu.au
Tracey MuirAustralian Catholic UniversityVerified email at acu.edu.au
Sharon FraserProfessor Science EducationVerified email at utas.edu.au
Natalie BrownDirector, Peter Underwood Centre for Educational AttainmentVerified email at utas.edu.au
Merrilyn GoosProfessor of Education, University of the Sunshine CoastVerified email at usc.edu.au
Suzie WrightUniversity of TasmaniaVerified email at utas.edu.au
Jeanne AllenGriffith UniversityVerified email at griffith.edu.au
Ian HayProfessor Emeritus University of TasmaniaVerified email at utas.edu.au
Vince GeigerAustralian Catholic University - Learning Sciences Institute AustraliaVerified email at acu.edu.au
Rhonda FaragherSchool of Education, The University of QueenslandVerified email at uq.edu.au
Seyum GetenetUniversity of Southern QueenslandVerified email at usq.edu.au
Helen ChickFaculty of Education, University of TasmaniaVerified email at utas.edu.au
Dianne SiemonProfessor Mathematics EducationVerified email at rmit.edu.au
Shelley DoleUniversity of the Sunshine CoastVerified email at usc.edu.au
Suzanne CrowleyEducation, University of TasmaniaVerified email at utas.edu.au
Lulu HealyKing's College, LondonVerified email at kcl.ac.uk
Vesife HatisaruDoctor of Philosophy, Mathematics Education, Edith Cowan UniversityVerified email at ecu.edu.au
Field RickardsProfessor, the University of MelbourneVerified email at unimelb.edu.au
Kathy BradyHead, Student Learning Centre, Flinders UniversityVerified email at flinders.edu.au

Kim Beswick

University of New South Wales, Sydney

Verified email at unsw.edu.au - Homepage

educational equity mathematics education teacher beliefs educational excellence


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Teachers' beliefs about school mathematics and mathematicians' mathematics and their relationship to practice K Beswick Educational studies in mathematics 79, 127-147, 2012	458	2012
The beliefs/practice connection in broadly defined contexts K Beswick Mathematics Education Research Journal 17, 39-68, 2005	358	2005
Teachers’ beliefs that matter in secondary mathematics classrooms K Beswick Educational studies in mathematics 65, 95-120, 2007	327	2007
Action now: Classroom ready teachers Australia. Teacher Education Ministerial Advisory Group, G Craven, ... Teacher Education Ministerial Advisory Group, 2014	247	2014
“I’m not very good at solving problems”: An exploration of students’ problem solving behaviours T Muir, K Beswick, J Williamson The Journal of Mathematical Behavior 27 (3), 228-241, 2008	183	2008
Assistance of students with mathematical learning difficulties—how can research support practice?—A summary P Scherer, K Beswick, L DeBlois, L Healy, E Moser Opitz Proceedings of the 13th International Congress on Mathematical Education …, 2017	163	2017
Changes in preservice teachers' attitudes and beliefs: The net impact of two mathematics education units and intervening experiences K Beswick School Science and Mathematics 106 (1), 36-47, 2006	161	2006
Putting context in context: An examination of the evidence for the benefits of ‘contextualised’tasks K Beswick International journal of science and mathematics education 9, 367-390, 2011	150	2011
The nature and development of middle school mathematics teachers’ knowledge K Beswick, R Callingham, J Watson Journal of Mathematics Teacher Education 15, 131-157, 2012	134	2012
The importance of mathematics teachers' beliefs K Beswick Australian Mathematics Teacher, The 62 (4), 17-21, 2006	128	2006
Developing mathematics teachers’ 21st century competence for teaching in STEM contexts K Beswick, S Fraser ZDM 51 (6), 955-965, 2019	122	2019
Smart campus: definition, framework, technologies, and services ZY Dong, Y Zhang, C Yip, S Swift, K Beswick IET Smart Cities 2 (1), 43-54, 2020	118	2020
Stimulating Reflection on Practice: Using the Supportive Classroom Reflection Process. T Muir, K Beswick Mathematics Teacher Education and Development 8, 74-93, 2007	115	2007
Teaching mathematics: Foundations to middle years D Siemon, K Beswick, K Brady, J Clark, R Faragher, E Warren University Of Tasmania, 2015	111	2015
Can teacher collaboration overcome barriers to interdisciplinary learning in a disciplinary university? A case study using climate change EJ Pharo, A Davison, K Warr, M Nursey-Bray, K Beswick, E Wapstra, ... Teaching in Higher Education 17 (5), 497-507, 2012	109	2012
Influencing Teachers' Beliefs about Teaching Mathematics for Numeracy to Students with Mathematics Learning Difficulties. K Beswick Mathematics Teacher Education and Development 9, 3-20, 2008	97	2008
Teachers’ confidence and beliefs and their students’ attitudes to mathematics K Beswick, J Watson, N Brown Identities, cultures and learning spaces 1, 68-75, 2006	88	2006
Mathematics teacher educator knowledge: What do we know and where to from here? K Beswick, M Goos Journal of Mathematics Teacher Education 21, 417-427, 2018	86	2018
Teaching teachers to teach Boris: A framework for mathematics teacher educator pedagogical content knowledge H Chick, K Beswick Journal of Mathematics Teacher Education 21, 475-499, 2018	83	2018
The Impact of Teachers' Perceptions of Student Characteristics on the Enactment of Their Beliefs. K Beswick International Group for the Psychology of Mathematics Education, 2004	75	2004

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