Research Reports

In the spotlight

Sawatzki, C. & Zmood, S. (2018).

The case for teaching and learning about taxation and superannuation at school: A research review for the Australian Taxation Office.

This Research Review aims to engage Australian policy makers, curriculum writers, and school leaders in thinking about the importance of and possibilities for teaching and learning about taxation and superannuation in the compulsory years of schooling (Foundation to Year 10).

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Peer-reviewed journal articles and book chapters

(please email me to receive a copy)

Bills, T., Sawatzki, C., Hunter, J., & Miller, J. (2021). “Pākehā get more money than the other cultures”: Teaching Pāsifika students with and for a social justice orientation. In T. Lucey (Ed.), Financialization, Financial Literacy and Social Education. UK: Routledge.

Sawatzki, C. & Brown, J. (2021). Methodology as critical and creative ingenuity: Articulating a philosophy of task design. Methodological Approaches to STEM Education Research Volume 2. Cambridge Scholars Publishing.

Ludecke, M., Rutherford, S., Sawatzki, C., Rady, D., Gindidis, M., Marangio, K., Tour, E. (2021). Paradoxes of In-School Teacher Coaching by Outsiders. Australian Educational Researcher. DOI: 10.1007/s13384-021-00444-w

Geiger, V., Yasukawa, K., Bennison, A., Fielding Wells, J. & Sawatzki, C. (2020). Facets of numeracy: Teaching, learning and practices. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster, K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019, (p.59-89). Singapore: Springer.

Sawatzki, C., Downton, A., & Cheeseman, J. (2019). Stimulating proportional reasoning through questions of finance and fairness. Mathematics Education Research Journal. DOI: 10.1007/s13394-019-00262-5

Hunter, J. & Sawatzki, C. (2019). Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand. Mathematics Education Research Journal. DOI: 10.1007/s13394-019-00259-0

Sawatzki, C. & Goos, M. (2018). Cost, price and profit: What influences student’s decisions about fundraising? Mathematics Education Research Journal. DOI: 10.1007/s13394-018-0241-y

Sawatzki, C. & Sullivan, P. (2017). Shopping for shoes: Teaching students to apply and interpret mathematics in the real world. International Journal of Science and Mathematics Education, 1-19. DOI: 10.1007/s10763-017-9833-3

Sawatzki, C.M. & Sullivan, P.A. (2017). Teachers’ perceptions of financial literacy and the implications for professional learning. Australian Journal of Teacher Education, 42(5), 51-65. DOI: 10.14221/ajte.2017v42n5.4

Sawatzki, C. (2017). Lessons in financial literacy task design: Authentic, imaginable, useful. Mathematics Education Research Journal, 29(1), 25-43. DOI: 10.1007/s13394-016-0184-0

Commissioned reports

Sawatzki, C. & Zmood, S. (2018). The case for teaching and learning about taxation and superannuation at school: A research review for the Australian Taxation Office.

Sawatzki, C. Zmood, S., Forsyth, A. & Downton, A. (2017). Exploring secondary commerce teachers' opportunities and readiness to teach consumer, economic and financial literacy.

Sawatzki, C. (2016). Report for the Australian Curriculum Assessment and Reporting Authority [ACARA], Consumer and financial literacy in the Australian Curriculum v8.1: Identifying opportunities for interdisciplinary teaching and learning through real world issues.

Sawatzki, C. (2016). Report for the Victorian Commercial Teachers Association, The Victorian Curriculum F-10: A critical analysis of implementation opportunities in Civics & Citizenship and Economics & Business.

Refereed conference papers

Sawatzki, C., Downton, A., & Cheeseman, J. (2018). Sharing the cost of a taxi ride. In (Eds.). Making waves, opening spaces, Proceedings of the 41st Annual Conference of the Mathematics Education Research Group of Australasia (p.55-58). Auckland, New Zealand: MERGA.

Sawatzki, C. (2017). Pricing: Exploring the intersection between values, maths, finance and entrepreneurship. In A. Downton, S. Livy, & J. Hall (Eds.). 40 years on: We are still learning, Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (p.458-465). Melbourne, Australia: MERGA.

Sawatzki, C. (2016). Insights from a financial literacy task designer: The curious case of problem context. In B. White, M. Chinnappan., & S. Trenholm (Eds.). Opening Up Mathematics Education Research, Proceedings of the 39th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 576-583). Adelaide, Australia: MERGA.

Sawatzki, C. (2015). Context counts: The potential of realistic problems to expose and extend social and mathematical understandings. In M. Marshman, V. Geiger, & A. Bennison (Eds.). Mathematics Education in the Margins: Research Guided Practice, Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 555-562). Sunshine Coast, Australia: MERGA.

Sawatzki, C. (2014). Connecting social and mathematical thinking: The use of “real life” contexts. In J. Anderson, M. Cavanagh, & A. Prescott (Eds). Curriculum in Focus: Research Guided Practice, Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 557-564). Sydney, Australia: MERGA.

Sullivan, P., Clarke, D., Cheeseman, J., Mornane, A., Roche, A., Sawatzki, C. & Walker, N. (2014). Students’ willingness to engage with mathematical challenges: Implications for classroom pedagogies. In J. Anderson, M. Cavanagh, & A. Prescott (Eds). Curriculum in Focus: Research Guided Practice, Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 597-604). Sydney, Australia: MERGA.

Sawatzki, C. (2013). What financial dilemmas reveal about students' social and mathematical understandings. In V. Steinle, L. Ball, & C. Bardini (Eds.). Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (pp. 602-609). Melbourne, Australia: MERGA.

Sawatzki, C. & Richardson, P. (2012). Part-time teaching in Victorian government schools: The policy frameworks and the dilemmas facing school leaders, Proceedings of the 2011 Australian Association of Research in Education [AARE] Conference (pp.1-22). Hobart, Australia: AARE.

Book chapters

Geiger, V., Yasukawa, K., Bennison, A., Fielding Wells, J. & Sawatzki, C. Facets of numeracy: Teaching, learning and practices. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster, K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019, (pp.59-89). Singapore: Springer.

Sawatzki, C. (2016). Teaching economics and business. In R. Gilbert & B. Hoepper (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum, 6th edition (pp.306-262). Melbourne, Australia: Cengage Learning.

Forgasz, H., Bleazby, J., & Sawatzki, C. (2014). Ethics and the challenges for inclusive mathematics teaching, In A. Bishop, T.N. Barkatsas, and H. Tan (Eds.), Diversity in mathematics education: Towards inclusive practices, Melbourne, Australia: Springer. pp.147-165.

Sawatzki, C. (2014). Teaching economics and business. In R. Gilbert & B. Hoepper (Eds.), Teaching Humanities and Social Sciences: History, Geography, Economics and Citizenship in the Australian Curriculum, 5th edition (pp.278-296). Melbourne, Australia: Cengage Learning.

Sawatzki, C. (2011). Teaching about the economy. In R. Gilbert & B. Hoepper (Eds.), Teaching Society and Environment, 4th edition (pp.305-323). Melbourne, Australia: Cengage Learning.