University of Toronto
beverly.caswell@utoronto.ca
- The Robertson Program. Inquiry-Based Teaching in Mathematics and Science. (Program Director)
- Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (in press). Enhancing children’s spatial and numerical skills through a dynamic spatial approach to early geometry instruction: Effects of a seven-month intervention. Cognition and Instruction.
- Moss, J., Bruce, C., Caswell, B., Flynn, T., & Hawes, Z. (2016). Taking shape: Activities to enhance geometric and spatial thinking. Toronto: Pearson School Canada.
- Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education. 4(3), 60-68.
- Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM – The International Journal on Mathematics Education, 47(3), 1-14. doi:10.1007/s11858-015-0679-2
- Bruce, C., Sinclair, N., Moss, J., Hawes, Z., & Caswell, B. (2015). Spatializing the mathematics curricula. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations. New York, NY: Routledge
- Caswell, B. (2011). Teaching toward equity in mathematics (Unpublished doctoral dissertation). Curriculum, Studies and Teacher Development Ontario Institute for Studies in Education, University of Toronto
- Caswell, B., Esmonde, I., & Takeuchi, M. (2011). Towards culturally relevant and responsive teaching of mathematics. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.
- Caswell, B., Stewart Rose, L., Douara, D. (2011). Teaching mathematics with a social justice focus. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.
- Esmonde, I. & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 244-254.
- Moss, J. & Caswell, B. (2004). Building Percent Dolls: Connecting Linear Measurement to Learning Ratio and Proportion. Mathematics Teaching in the Middle School, 10(2): 68 –74.
- Caswell, B. & Bielaczyc, K. (2001). Knowledge Forum: altering the relationship between students and scientific knowledge. Education, Communication & Information, 1(3): 282 – 305.
- Caswell, B. & Lamon, M. (2000). The Evolution of Ideas in a Knowledge-Building Classroom. In J. Leach & B. Moon (Eds.), Learners and Pedagogy. London, UK: Paul Chapman.
- Hawes, Z., Moss, J., Caswell, B., Naqvi, S., & MacKinnon, S. (in press). Enhancing children’s spatial and numerical skills through a dynamic spatial approach to early geometry instruction: Effects of a seven-month intervention. Cognition and Instruction.
- Hawes, Z., Moss, J., Caswell, B., & Poliszczuk, D. (2015). Effects of mental rotation training on children’s spatial and mathematics performance: A randomized controlled study. Trends in Neuroscience and Education. 4(3), 60-68.
- Moss, J., Hawes, Z., Naqvi, S., & Caswell, B. (2015). Adapting Japanese Lesson Study to enhance the teaching and learning of geometry and spatial reasoning in early years classrooms: A case study. ZDM – The International Journal on Mathematics Education, 47(3), 1-14. doi:10.1007/s11858-015-0679-2
- Bruce, C., Sinclair, N., Moss, J., Hawes, Z., & Caswell, B. (2015). Spatializing the mathematics curricula. In B. Davis (Ed.), Spatial reasoning in the early years: Principles, assertions and speculations. New York, NY: Routledge
- Caswell, B. (2011). Teaching toward equity in mathematics (Unpublished doctoral dissertation). Curriculum, Studies and Teacher Development Ontario Institute for Studies in Education, University of Toronto
- Caswell, B., Esmonde, I., & Takeuchi, M. (2011). Towards culturally relevant and responsive teaching of mathematics. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.
- Caswell, B., Stewart Rose, L., Douara, D. (2011). Teaching mathematics with a social justice focus. In C. Rolheiser, M. Evans, & M. Gambhir, M. (Eds.), Inquiry into practice: Reaching every student through inclusive curriculum practices. Toronto: Ontario Institute for Studies in Education.
- Esmonde, I. & Caswell, B. (2010). Teaching mathematics for social justice in multicultural, multilingual elementary classrooms. Canadian Journal of Science, Mathematics and Technology Education, 10(3), 244-254.
- Moss, J. & Caswell, B. (2004). Building Percent Dolls: Connecting Linear Measurement to Learning Ratio and Proportion. Mathematics Teaching in the Middle School, 10(2): 68 –74.
- Caswell, B. & Bielaczyc, K. (2001). Knowledge Forum: altering the relationship between students and scientific knowledge. Education, Communication & Information, 1(3): 282 – 305.
- Caswell, B. & Lamon, M. (2000). The Evolution of Ideas in a Knowledge-Building Classroom. In J. Leach & B. Moon (Eds.), Learners and Pedagogy. London, UK: Paul Chapman.