Research

(please email me to receive a copy)

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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.