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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

81 - 100 of 108 works

2011

Book Chapter

The institutional setting of mathematics teaching and learning: Introduction

Cobb, Paul, Dean, Chrystal, Lamberg, Teruni, Visnovska, Jana and Zhao, Qing (2011). The institutional setting of mathematics teaching and learning: Introduction. A journey in mathematics education research: insights from the work of Paul Cobb. (pp. 199-206) edited by Erna Yackel, Koeno Gravemeije and Anna Sfard. Dordrecht, The Netherlands: Springer. doi: 10.1007/978-90-481-9729-3_12

The institutional setting of mathematics teaching and learning: Introduction

2011

Conference Publication

Learning from a professional development design experiment: Institutional context of teaching

Visnovska, Jana and Zhao, Qing (2011). Learning from a professional development design experiment: Institutional context of teaching. Australian Association of Mathematics Teachers (AAMT) and the Mathematics Education Research Group of Australasia (MERGA) Conference 2011, Alice Springs, NT, Australia, 3-7 July 2011. Adelaide, SA, Australia: AAMT and MERGA.

Learning from a professional development design experiment: Institutional context of teaching

2010

Conference Publication

Statistics in the middle years: Analysing data

Visnovska, Jana (2010). Statistics in the middle years: Analysing data. QAMTC'10: Queensland Association of Mathematics Teachers Annual Conference, Twin Waters, Australia, 24 - 26 June 2010.

Statistics in the middle years: Analysing data

2010

Conference Publication

Supporting shifts in teachers’ views and uses of problem context in teaching statistics

Visnovska, Jana and Cobb, Paul (2010). Supporting shifts in teachers’ views and uses of problem context in teaching statistics. 8th International Conference on Teaching Statistics, Ljubljana, Slovenia, 11-16 July. Slovenia: Statistical Society of Slovenia.

Supporting shifts in teachers’ views and uses of problem context in teaching statistics

2010

Conference Publication

Focusing on interest in professional development of mathematics teachers

Visnovska, Jana and Zhao, Qing (2010). Focusing on interest in professional development of mathematics teachers. 2010 Annual Meeting of the American Educational Research Association, Denver, CO, United States, 30 April - 4 May 2010. Washington, DC, United States: American Educational Research Association (AERA).

Focusing on interest in professional development of mathematics teachers

2010

Conference Publication

Documenting the learning of teacher communities across changes in their membership

Visnovska, Jana (2010). Documenting the learning of teacher communities across changes in their membership. MERGA33 - 2010 Shaping the Future of Mathematics Education, John Curtin College of the Arts, Fremantle, Western Australia, 3-7 July 2010. Fremantle, Western Australia: Mathematics Education Research Group of Australasia.

Documenting the learning of teacher communities across changes in their membership

2009

Conference Publication

Learning about building mathematics instruction from students’ reasoning: A professional development study

Visnovska, J. and Cobb, P. (2009). Learning about building mathematics instruction from students’ reasoning: A professional development study. 32nd Annual Conference of the Mathematics Education Research Group of Australasia, Massey University, Wellington, New Zealand, 5-9 July 2009. Palmerston North, N.Z: Mathematics Education Research Group of Australasia.

Learning about building mathematics instruction from students’ reasoning: A professional development study

2009

Conference Publication

On middle-school teachers' learning to support students' development of informal inferential reasoning

Visnovska, J. (2009). On middle-school teachers' learning to support students' development of informal inferential reasoning. 6th Biannual International Research Forum on Statistical Reasoning, Thinking and Literacy, Brisbane, Australia, 10-16 July 2009.

On middle-school teachers' learning to support students' development of informal inferential reasoning

2009

Book Chapter

Understanding the role of the institutional context in the relationship between teachers and text

McClain, Kay, Zhao, Quing, Visnovska, Jana and Bowen, E (2009). Understanding the role of the institutional context in the relationship between teachers and text. Mathematics teachers at work : Connecting curriculum materials and classroom instruction. (pp. 56-69) edited by Janine T. Remillard, Beth A. Herbel-Eisenmann and Gwendolyn M. Lloyd. New York, USA: Routledge. doi: 10.4324/9780203884645

Understanding the role of the institutional context in the relationship between teachers and text

2009

Conference Publication

Classroom statistical activity: Supporting shifts in middle school teachers' pedagogical reasoning in statistics

Visnovska, J., Zhao, Q. and Cobb, P. (2009). Classroom statistical activity: Supporting shifts in middle school teachers' pedagogical reasoning in statistics. Annual Meeting of the American Educational Research Association, San Diego, USA, 13-17 April 2009.

Classroom statistical activity: Supporting shifts in middle school teachers' pedagogical reasoning in statistics

2009

Journal Article

Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text

McClain, Kay, Zhao, Qing, Visnovska, Jana and Bowen, Erik (2009). Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text. Mathematics Teachers At Work: Connecting Curriculum Materials and Classroom Instruction, 56-69.

Understanding the Role of the Institutional Context in the Relationship Between Teachers and Text

2008

Journal Article

Learning from and adapting the theory of Realistic Mathematics Education

Cobb, Paul, Zhao, Qing and Visnovska, Jana (2008). Learning from and adapting the theory of Realistic Mathematics Education. Education and Didactique, 2 (1), 105-124.

Learning from and adapting the theory of Realistic Mathematics Education

2008

Conference Publication

Documenting the quality of professional development for ambitious mathematics teaching

Green, Sarah, Visnovska, Jana, Zhao, Qing and Cobb, Paul (2008). Documenting the quality of professional development for ambitious mathematics teaching. Joint Meeting of the International Group and the North American Chapter of Psychology of Mathematics Education, Morelia, Michocan, Mexico, 17-21 July 2008. Mexico: Cinvestav-UMSNH.

Documenting the quality of professional development for ambitious mathematics teaching

2007

Conference Publication

Situating teaching in histories of participation: Two contrasting visions of teaching

Visnovska, J., Zhao, Q. and Gresalfi, M. (2007). Situating teaching in histories of participation: Two contrasting visions of teaching. Annual Meeting of the American Educational Research Association, Chicago, USA, 9-13 April 2007.

Situating teaching in histories of participation: Two contrasting visions of teaching

2007

Conference Publication

Revising discourse as an instructional resource: practice that creates spaces for learning and students' contributions

Hodge, L. L., Zhao, Q., Visnovska, J. and Cobb, P. (2007). Revising discourse as an instructional resource: practice that creates spaces for learning and students' contributions. 31st Conference of the International Group for the Psychology of Mathematics Education, Seoul, South Korea, 2007. Prague, Czech Republic: The International Group for the Psychology of Mathematics Education.

Revising discourse as an instructional resource: practice that creates spaces for learning and students' contributions

2007

Conference Publication

The figured worlds of teaching: Finding coherence in teachers' identities

Gresalfi, M. S., Visnovska, J. and Zhao, Q. (2007). The figured worlds of teaching: Finding coherence in teachers' identities. 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education: PME-NA 2007, Reno, Nevada, United States, 25-28 October 2007. Reno, Nevada, United States: University of Nevada.

The figured worlds of teaching: Finding coherence in teachers' identities

2007

Conference Publication

Designing effective professional development: How do we understand teachers' current instructional practices?

Visnovska, Jana (2007). Designing effective professional development: How do we understand teachers' current instructional practices?. 30th Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA), Hobart, Tas., Australia, 2–6 July 2007. Adelaide, S.A., Australia: MERGA.

Designing effective professional development: How do we understand teachers' current instructional practices?

2007

Conference Publication

Putting socio-cultural theories to work in supporting mathematics teachers' professional development

Visnovska, Jana, Cortina, Jose Luis and Cobb, Paul (2007). Putting socio-cultural theories to work in supporting mathematics teachers' professional development. 2nd Socio-cultural Theory in Educational Research and Practice Conference, Manchester, United Kingdom, 10-11 September 2007. Manchester, United Kingdom: University of Manchester.

Putting socio-cultural theories to work in supporting mathematics teachers' professional development

2007

Conference Publication

What does it mean for an instructional task to be effective?

Hodge, Lynn, Visnovska, Jana, Zhao, Qing and Cobb, Paul (2007). What does it mean for an instructional task to be effective?. 30th Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA), Hobart, TAS, Australia, 2-6 July 2007. Adelaide, South Australia: MERGA.

What does it mean for an instructional task to be effective?

2007

Conference Publication

Using student work to support teachers' professional development in two contrasting school districts

Zhao, Qing, McClain, Kay and Visnovska, Jana (2007). Using student work to support teachers' professional development in two contrasting school districts. 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Lake Tahoe, NV, U.S.A., 25-28 October 2007. ERA -unavailable: ERA -unavailable.

Using student work to support teachers' professional development in two contrasting school districts

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

Need help?

For help with finding experts, story ideas and media enquiries, contact our Media team:

communications@uq.edu.au