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Dr Jana Visnovska
Dr

Jana Visnovska

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Phone: 
+61 7 336 56465

Overview

Background

I am a senior lecturer in mathematics education at the University of Queensland. My research centres around design and theorising of resources for teaching mathematics well. This includes development of classroom mathematical activities, in which students encounter significant mathematical ideas and joy of the experience; support of mathematics teachers’ work so that they can organise their classrooms for their students' meaningful engagement with mathematics; and inquiries into history of mathematics and education aimed at understanding of possibilities for change. I have served as an editor of the Australian Mathematics Education Journal and currently am the Vice President for Publications within Mathematics Eudctaion Research Group of Australasia (MERGA), and an IPC member for the International Symposium on Elementary Mathematics Teaching.

I completed a Magister degree in mathematics at Comenius University in Slovakia and a PhD in mathematics education at Vanderbilt University in the USA. Before taking my role at UQ, I have taught middle-years mathematics and lectured in mathematics and mathematics education at Comenius, Vanderbilt, and University of California, Santa Cruz. As part of my research, I regularly spend time in schools and classrooms.

Availability

Dr Jana Visnovska is:
Not available for supervision
Media expert

Qualifications

  • Masters (Research) of Mathematics, Comenius University in Bratislava
  • Graduate Certificate in Teaching (Secondary), Comenius University in Bratislava
  • Postgraduate Diploma in Education, Comenius University in Bratislava
  • Doctor of Philosophy, Vanderbilt University

Research interests

  • Mathematics Education

    My research is centred within mathematics education, driven by the need to teach mathematics well. I view my role as a researcher in co-development of teaching resources, and of professional discourse, capable of supporting mathematics teaching.

  • Design Research

  • Teaching Materials and Resources

  • Teacher Professional Development

Works

Search Professor Jana Visnovska’s works on UQ eSpace

108 works between 1999 and 2025

61 - 80 of 108 works

2018

Conference Publication

Designing to support teachers’ reconstruction of instructional design rationales

Visnovska, Jana and Cortina, Jose Luis (2018). Designing to support teachers’ reconstruction of instructional design rationales. Re(s)sources 2018, Lyon, France, 28 May - 1 June 2018. Lyon, France: ENS de Lyon.

Designing to support teachers’ reconstruction of instructional design rationales

2017

Book Chapter

Topic Study Group No. 38: research on resources (textbooks, learning materials etc.)

Fan, Lianghuo, Trouche, Luc, Qi, Chunxia, Rezat, Sebastian and Visnovska, Jana (2017). Topic Study Group No. 38: research on resources (textbooks, learning materials etc.). Proceedings of the 13th International Congress on Mathematical Education: ICME-13. (pp. 561-564) edited by Gabriele Kaiser. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-62597-3_65

Topic Study Group No. 38: research on resources (textbooks, learning materials etc.)

2017

Conference Publication

Supporting teachers in planning for interactions with students’ ideas

Visnovska, Jana and Cortina, Jose Luis (2017). Supporting teachers in planning for interactions with students’ ideas. 40th Annual Conference of the Mathematics Education Research Group of Australasia, Melbourne, Australia, 2-6 July 2017. Adelaide, SA, Australia: Mathematics Education Research Group of Australasia.

Supporting teachers in planning for interactions with students’ ideas

2017

Conference Publication

Learning to support all students’ fraction understanding

Visnovska, Jana and Cortina, Jose Luis (2017). Learning to support all students’ fraction understanding. Bi-annual International Symposium on Elementary Mathematics Teaching, Prague, Czech Republic, 20-25 August 2017. Prague, Czech Republic: Charles University.

Learning to support all students’ fraction understanding

2016

Conference Publication

Reasoning with fractions: supporting pre-service teachers’ learning

Visnovska, Jana and Fry, Kym (2016). Reasoning with fractions: supporting pre-service teachers’ learning. Australian Conference on Science and Mathematics Education, University of Queensland, St Lucia, QLD, 28-30 September 2016. The University of Sydney, NSW: UniServe Science.

Reasoning with fractions: supporting pre-service teachers’ learning

2016

Book

Research in Mathematics Education in Australasia 2012-2015

Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry eds. (2016). Research in Mathematics Education in Australasia 2012-2015. Singapore: Springer. doi: 10.1007/978-981-10-1419-2

Research in Mathematics Education in Australasia 2012-2015

2016

Conference Publication

Reciprocal relations of relative size in the instructional context of fractions as measures

Cortina, Jose Luis and Visnovska, Jana (2016). Reciprocal relations of relative size in the instructional context of fractions as measures. 40th Conference of the International Group for the Psychology of Mathematics Education, Szeged, Hungary, 3-7 August 2016. Szeged, Hungary: PME.

Reciprocal relations of relative size in the instructional context of fractions as measures

2016

Book Chapter

Introduction: Research in Mathematics Education in Australasia 2012–2015

Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2016). Introduction: Research in Mathematics Education in Australasia 2012–2015. Research in Mathematics Education in Australasia 2012-2015. (pp. 1-12) edited by Katie Makar, Shelley Dole, Jana Visnovska, Merrilyn Goos, Anne Bennison and Kym Fry. City of Singapore, Singapore: Springer. doi: 10.1007/978-981-10-1419-2_1

Introduction: Research in Mathematics Education in Australasia 2012–2015

2015

Journal Article

An alternative starting point for fraction instruction

Cortina, Jose Luis, Visnovska, Jana and Zuniga, Claudia (2015). An alternative starting point for fraction instruction. International Journal for Mathematics Teaching and Learning, 1-28.

An alternative starting point for fraction instruction

2015

Journal Article

Learning about whole-class scaffolding from a teacher professional development study

Visnovska, Jana and Cobb, Paul (2015). Learning about whole-class scaffolding from a teacher professional development study. ZDM, 47 (7), 1133-1145. doi: 10.1007/s11858-015-0739-7

Learning about whole-class scaffolding from a teacher professional development study

2015

Conference Publication

Supporting students to reason about the relative size of proper and improper fractions

Cortina, Jose Luis and Visnovska, Jana (2015). Supporting students to reason about the relative size of proper and improper fractions. 38th annual conference of the Mathematics Education Research Group of Australasia, Sunshine Coast, Australia, 28 June - 2 July 2015. Sunshine Coast, Australia: MERGA.

Supporting students to reason about the relative size of proper and improper fractions

2015

Book Chapter

Developing statistical numeracy: the model must make sense

Lamb, Janeen and Visnovska, Jana (2015). Developing statistical numeracy: the model must make sense. Mathematical modelling in education research and practice: cultural, social and cognitive influences. (pp. 363-373) edited by Gloria Ann Stillman, Werner Blum and Maria Salett Biembengut. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-18272-8_30

Developing statistical numeracy: the model must make sense

2014

Journal Article

Equipartation as a didactical obstacle in fraction instruction

Cortina, Jose Luis, Visnovska, Jana and Zuniga, Claudia (2014). Equipartation as a didactical obstacle in fraction instruction. Acta Didactica Universitatis Comenianae Mathematics (14).

Equipartation as a didactical obstacle in fraction instruction

2013

Journal Article

Classroom video in teacher professional development program: community documentational genesis perspective

Visnovska, Jana and Cobb, Paul (2013). Classroom video in teacher professional development program: community documentational genesis perspective. ZDM: The International Journal on Mathematics Education, 45 (7), 1017-1029. doi: 10.1007/s11858-013-0523-5

Classroom video in teacher professional development program: community documentational genesis perspective

2013

Book Chapter

On comparing mathematical models and pedagogical learning

Lamb, Janeen and Visnovska, Jana (2013). On comparing mathematical models and pedagogical learning. Teaching mathematical modelling: connecting to research and practice. (pp. 457-466) edited by Gloria Ann Stillman, Gabriele Kaiser, Werner Blum and Jill P. Brown. Dordrecht, Netherlands: Springer. doi: 10.1007/978-94-007-6540-5_39

On comparing mathematical models and pedagogical learning

2013

Journal Article

La equipartición como obstáculo didáctico en la enseñanza de las fracciones

Cortina, Jose Luis, Zuniga, Claudia and Visnovska, Jana (2013). La equipartición como obstáculo didáctico en la enseñanza de las fracciones. Educacion Matematica, 25 (2), 7-29.

La equipartición como obstáculo didáctico en la enseñanza de las fracciones

2012

Conference Publication

Developing a culture of collaboration

Lamb, Janeen and Visnovska, Jana (2012). Developing a culture of collaboration. MERGA 2012, Singapore, 2-6 July, 2012. Adelaide, South Australia: MERGA.

Developing a culture of collaboration

2012

Conference Publication

Planning for building models of situations: what is involved?

Visnovska, J. and Lamb, J. (2012). Planning for building models of situations: what is involved?. International Congress on Mathematical Education, Seoul, Korea, 8 - 15 July 2012.

Planning for building models of situations: what is involved?

2012

Book Chapter

Mathematics teachers as instructional designers: What does it take?

Visnovska, Jana, Cobb, Paul and Dean, Chrystal (2012). Mathematics teachers as instructional designers: What does it take?. From text to 'lived' resources: Mathematics curriculum materials and teacher development. (pp. 323-341) edited by Ghislaine Gueudet, Birgit Pepin and Luc Trouche. Dordrecht, The Netherlands: Springer. doi: 10.1007/978-94-007-1966-8_17

Mathematics teachers as instructional designers: What does it take?

2012

Conference Publication

Alternative starting point for teaching fractions

Cortina, Jose Luis, Visnovska, Jana and Zuniga, Claudia (2012). Alternative starting point for teaching fractions. MERGA 2012, Singapore, 2-6, July, 2012. Adelaide, South Australia: MERGA.

Alternative starting point for teaching fractions

Funding

Past funding

  • 2017 - 2018
    Developing ambitious teaching practices in mathematics: Collaborating to learn
    UQ Early Career Researcher
    Open grant
  • 2014 - 2017
    Inspiring mathematics and science in teacher education
    OLT Enhancing the Training of Mathematics and Science Teachers Program (ETMST)
    Open grant
  • 2011 - 2013
    Supporting the learning of teacher communities in remote regions with high teacher turnover: Resource development pilot
    UQ Collaboration and Industry Engagement Fund
    Open grant
  • 2011 - 2013
    Supporting the learning of Professional Teaching Communities in remote regions with high teacher turnover
    UQ FirstLink Scheme
    Open grant
  • 2011
    UQ Travel Awards Category 2 - Dr Jana Visnovska
    UQ Travel Grants Scheme
    Open grant
  • 2009 - 2010
    Mathematics teachers' learning in the institutional context of Queensland schools: study of induction of a teacher cohort into a professional development group
    UQ New Staff Research Start-Up Fund
    Open grant

Supervision

Availability

Dr Jana Visnovska is:
Not available for supervision

Supervision history

Current supervision

  • Doctor Philosophy

    Differentiating instruction in early secondary mathematics

    Principal Advisor

    Other advisors: Dr Stephen Heimans

  • Doctor Philosophy

    The Effectiveness of Storytelling in Improving the Mastery of Primary School Students in Fractions Based on the Realistic Mathematics Education (RME) Theory

    Principal Advisor

    Other advisors: Dr Emily Ross

  • Doctor Philosophy

    Institutional language policies, academic literacies and power: a collaborative investigation of practices in higher education in Queensland

    Associate Advisor

    Other advisors: Dr Stephen Heimans

  • Doctor Philosophy

    An Epistemology of Practice for Political and Existential Citizenship

    Associate Advisor

    Other advisors: Dr Stephen Heimans

  • Doctor Philosophy

    Stones, Cracks, and Gold: Resisting, Reimagining, and Acknowledging Higher Education in the Shadows of (post?)Neoliberalism - Possibilities of Pluriversity

    Associate Advisor

    Other advisors: Dr Stephen Heimans

  • Master Philosophy

    Designing mathematics instructions and tasks for green education

    Associate Advisor

    Other advisors: Professor Katie Makar

  • Doctor Philosophy

    Preservice Teachers' Competence in Open Ended Tasks: Inquiry Based Learning Perspective

    Associate Advisor

    Other advisors: Professor Katie Makar

  • Doctor Philosophy

    An Epistemology of Practice for Political and Existential Citizenship

    Associate Advisor

    Other advisors: Dr Stephen Heimans

  • Master Philosophy

    Integrating mathematics and sustainability to raise students¿ awareness and action: A case study

    Associate Advisor

    Other advisors: Professor Katie Makar

Completed supervision

Media

Enquiries

Contact Dr Jana Visnovska directly for media enquiries about:

  • Ambitious and equitable teaching of mathematics
  • Classroom mathematical conversations
  • Professional development of mathematics teachers
  • Purposes of mathematics education
  • Teaching early number
  • Teaching fractions
  • Teaching Numeracy across curriculum
  • Teaching problem solving
  • Teaching proportional reasoning

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