Research

(please email me to receive a copy)

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Miller, J., Armour, D., Shay, M., & Sawatzki, C. (2023). What next? Building on the evidence of teaching and learning mathematics for Aboriginal and Torres Strait Islander students. In N. Moodie, K. Lowe, R. Dixon and K. Trimmer (Eds.), Assessing the Evidence in Indigenous Education Research. Postcolonial Studies in Education. Palgrave Macmillan, Cham. DOI: 10.1007/978-3-031-14306-9_11

Brown, J., Sawatzki, C., & Widjaja, W. (2022). Tensions between theory and practice: A mathematics education perspective. In P.J. White, R. Tytler, J. Ferguson and J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 3. Cambridge Scholars Publishing.

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Sawatzki, C., Tour, E., & Marangio, K. (2022). Creating a reason to read: Coaching strategies that support teachers to establish reading as a professional practice. The Australian Educational Researcher. DOI: 10.1007/s13384-022-00549-w

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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.

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Sawatzki, C. & Brown, J. (2021). Methodology as critical and creative ingenuity: Articulating a philosophy of task design. In P.J. White, R. Tytler, J. Ferguson and J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 2. Cambridge Scholars Publishing.

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Tytler, R., Hobbs, L., Brown, J., White, P., Campbell, C., Cripps Clark, J., Delaney, S., Herbert, S., Peters, A., Sawatzki, C., & Widjaja, W. (2021). Theory and practice relations in design-based research: Designing professional learning with teachers teaching mathematics and science out-of-field. In P.J. White, R. Tytler, J. Ferguson and J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 2. p.198-219

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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

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Sawatzki, C., Ocean, J., Davidson, A., Lander, N. (2020). Maths + Movement: Methodological considerations for mathematics teacher educators. In P.J. White, R. Tytler, J. Ferguson, & J Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 1. p.154-172.

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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.

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

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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

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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.

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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

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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

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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

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

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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). 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.

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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.

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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.

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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.

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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.

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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.