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
Fields of research
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
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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.
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Design Research
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Teaching Materials and Resources
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Teacher Professional Development
Works
Search Professor Jana Visnovska’s works on UQ eSpace
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.
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
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.
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.
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).
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.
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Funding
Past funding
Supervision
Availability
- Dr Jana Visnovska is:
- Not available for supervision
Supervision history
Current supervision
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Doctor Philosophy
Differentiating instruction in early secondary mathematics
Principal Advisor
Other advisors: Dr Stephen Heimans
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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
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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
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Master Philosophy
Designing mathematics instructions and tasks for green education
Associate Advisor
Other advisors: Professor Katie Makar
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Doctor Philosophy
Preservice Teachers' Competence in Open Ended Tasks: Inquiry Based Learning Perspective
Associate Advisor
Other advisors: Professor Katie Makar
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Doctor Philosophy
An Epistemology of Practice for Political and Existential Citizenship
Associate Advisor
Other advisors: Dr Stephen Heimans
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Master Philosophy
Integrating mathematics and sustainability to raise students¿ awareness and action: A case study
Associate Advisor
Other advisors: Professor Katie Makar
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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
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Doctor Philosophy
An Epistemology of Practice for Political and Existential Citizenship
Associate Advisor
Other advisors: Dr Stephen Heimans
Completed supervision
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2024
Doctor Philosophy
The landscape of mathematics vocabulary in Australian secondary school mathematics classrooms
Principal Advisor
Other advisors: Honorary Professor Merrilyn Goos
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2022
Doctor Philosophy
Mathematics Textbooks as Curriculum Resources: Exploring How the Ministry-Published Textbook Supports Indonesian Teachers in Implementing a Student-Centred Teaching Approach
Principal Advisor
Other advisors: Professor Robyn Gillies
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2021
Doctor Philosophy
Understanding different approaches to mathematics teaching and resulting mathematical classroom discourses in Iran
Principal Advisor
Other advisors: Professor Katie Makar
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2020
Doctor Philosophy
Supporting Numeracy Development for Adults with Intellectual Disabilities
Principal Advisor
Other advisors: Dr Karen Moni
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2023
Master Philosophy
Exploring the design of a framework for embedding arts phenomena in secondary school mathematics instruction
Associate Advisor
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2017
Doctor Philosophy
Chinese Tertiary Teachers' Motivation, Their Use of Motivational Strategies, and Their Students' Achievement within the Context of Studying English as a Foreign Language
Associate Advisor
Other advisors: Dr Monica Cuskelly
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2016
Doctor Philosophy
Exploring the Impact of Inquiry Learning on Students' Beliefs and Attitudes towards Mathematics
Associate Advisor
Other advisors: Professor Katie Makar
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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