Dr Jana Visnovska

Senior Lecturer

School of Education
Faculty of Humanities and Social Sciences
j.visnovska@uq.edu.au
+61 7 336 56465

Overview

I am a senior lecturer in mathematics education at the University of Queensland. My research includes mathematics and statistics education, teacher professional development, and design of resources for teaching mathematics. I investigate how researchers can support mathematics teachers’ work so that they, together, cultivate students' need for and interest in mathematical ideas, and organise claqssrooms for a meaningful engagement with mathematics. To this end, I am interested in both classroom instructional practices in which teachers build on student reasoning to provide all students access to significant mathematical ideas, and in the design of environments that support teachers' development of such practices.

I completed a Magister degree in mathematics at Comenius University in Slovakia and a PhD in mathematics education at Vanderbilt University in the USA. I have taught middle-years mathematics for 3 years and lectured in mathematics and mathematics education at Comenius, Vanderbilt, and University of California, Santa Cruz. As part of my research, I spend extended time in schools and classrooms

Research Interests

  • Mathematics Education
  • Design Research
  • Teacher Professional Development

Qualifications

  • Doctor of Philosophy, Vanderbilt University

Publications

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Grants

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Supervision

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Available Projects

  • Big part of my research includes exploring, understanding, and developing teaching resources that would aid teachers in making it possible for all students to thrive in mathematics classrooms. Typical resources used for initial teaching of fractions often support students' "performance" in the short run, but later undermine their efforts of making sense of proportionality. In this project, you will explore the types of difficulties students face and how these difficulties relate to the resources used in their teaching, and propose and trial alternative pathways for teaching fractions and proportionality in mathematics classrooms.

  • Teaching resources (textbooks and their alternatives) reveal how we, as a society, and as researchers and designers, conceptualise teaching. On the one hand, resources can dictate to the teacher what is to be done. On the orther hand, they can collaborate with the teacher on figuring out how to best respond to different situations that arise in different classrooms. To produce resources that would be most useful to teachers in their diverse classrooms, researchers and designers must deal well with and rigorously theorise the complexity of education and teaching. How should we conceptualise teaching and how can we bring a particular conceptualisation of a teacher and teaching into resource design?

View all Available Projects

Publications

Featured Publications

Book

Book Chapter

  • Makar, Katie, Dole, Shelley, Visnovska, Jana, Goos, Merrilyn, Bennison, Anne and Fry, Kym (2020). Looking back and taking stock: reflections on the MERGA Research Review 2012–2015. Research in mathematics education in Australasia 2016–2019. (pp. 7-26) Singapore: Springer. doi: 10.1007/978-981-15-4269-5_2

  • Rezat, Sebastian, Le Hénaff, Carole, Visnovska, Jana, Kim, Ok-Kyeong, Leroyer, Laurence, Sabra, Hussein, El Hage, Suzane and Wang, Chongyang (2019). Documentation work, design capacity, and teachers’ expertise in designing instruction. The 'resource' approach to mathematics education. (pp. 323-388) edited by Luc Trouche , Ghislaine Gueudet and Birgit Pepin. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-20393-1_11

  • Rezat, Sebastian, Visnovska, Jana, Trouche, Luc, Qi, Chunxia and Fan, Lianghuo (2018). Present research on mathematics textbooks and teachers’ resources in ICME-13: conclusion and perspectives. Research on mathematics textbooks and teachers’ resources: advances and issues. (pp. 343-358) edited by Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat and Jana Visnovska. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-73253-4_16

  • Visnovska, Jana and Cortina, Jose Luis (2018). Resourcing teachers in transition to plan for interactions with students’ ideas. Research on mathematics textbooks and teachers’ resources: advances and issues. (pp. 277-295) edited by Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat and Jana Visnovska. Cham, Switzerland: Springer. doi: 10.1007/978-3-319-73253-4_13

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

  • 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

Journal Article

Conference Publication

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Master Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Master Philosophy — Associate Advisor

Completed Supervision

Possible Research Projects

Note for students: The possible research projects listed on this page may not be comprehensive or up to date. Always feel free to contact the staff for more information, and also with your own research ideas.

  • Big part of my research includes exploring, understanding, and developing teaching resources that would aid teachers in making it possible for all students to thrive in mathematics classrooms. Typical resources used for initial teaching of fractions often support students' "performance" in the short run, but later undermine their efforts of making sense of proportionality. In this project, you will explore the types of difficulties students face and how these difficulties relate to the resources used in their teaching, and propose and trial alternative pathways for teaching fractions and proportionality in mathematics classrooms.

  • Teaching resources (textbooks and their alternatives) reveal how we, as a society, and as researchers and designers, conceptualise teaching. On the one hand, resources can dictate to the teacher what is to be done. On the orther hand, they can collaborate with the teacher on figuring out how to best respond to different situations that arise in different classrooms. To produce resources that would be most useful to teachers in their diverse classrooms, researchers and designers must deal well with and rigorously theorise the complexity of education and teaching. How should we conceptualise teaching and how can we bring a particular conceptualisation of a teacher and teaching into resource design?