Associate Professor Janette Bobis

BEd(Sydney), MEdAdmin(Hons)(UNSW), PhD(UNSW)
Associate Professor, Mathematics Education

A35 - Education Building
The University of Sydney

Telephone +61 2 93514536
Fax +61 2 93512606

Website Motivation & Engagement in Mathematics: Video Presentation
The Empty Number Line: Video Presentation
Maths Advice to Parents
Curriculum vitae Curriculum vitae

Biographical details

Janette Bobis is a mathematics educator and researcher in the Faculty of Education and Social Work at the University of Sydney. She teaches in the areas of primary and early childhood mathematics education and curriculum studies at the undergraduate and graduate levels. Her teaching, research and publications focus on two interrelated areas: (a)teacher learning in mathematics education, particularly knowledge, beliefs and practices of primary and middle years teachers; and (b)student learning, predominantly concerned with their motivation and engagement in mathematics and their understanding of estimation and mental computation strategies.

After completing her bachelor's degree, Janette taught in a range of primary schools for eight years. She has previously lectured in early-childhood education, computer education, primary-mathematics education and general curriculum studies at the University of Western Sydney, University of Technology and Macquarie University.

Janette is recipient of several research and teaching awards, including a Thompson Research Fellowship (2014), a national Practical ImplicationsAward (2007) for her research on teacher pre-service education, an Early Career Researcher Award (1992), a Commonwealth Prograduate Award (1990), a national Citation for Outstanding Contributions to Student Learning (2007), a Vice Chancellor award for Outstanding Teaching (2009) and a Faculty Excellence in Teaching Award (2002).

Janette has held a number of senior administrative roles throughout her career, including Associate Dean Research in the Faculty of Education and Social Work,Associate Dean Postgraduate Programs,Director of the Master of Teaching program and Postgraduate Research Student Coordinator.

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • Teacher education and professional learning
  • Mathematics and science

Keywords: mathematics education, teacher professional development, teacher knowledge, motivation and engagement in mathematics, mental computation

Current research students

Project title Degree Research student
The Use of Multiple Media Tools to Facilitate Preschool's Numeracy Development. (Associate supervisor) PhD Kamariah ABU BAKAR
TBA (Associate supervisor) PhD Kit CHU
Teachers' Conceptual Understandings of Mathematics PhD Christine MAE
Developing computational fluency in multi-digit multiplication. EdD Kristen TRIPET
Chinese background gifted and talented students in NSW selective high schools. PhD Xue Feng ZHANG

Current projects

  • Strengthening the evidence-base in support of ambitious teaching and learning of mathematics. Thompson Research Fellowship Project.
  • MYTEAM: Middle Years Transition, Engagement and Achievement in Mathematics Project. Funded by Australian Research Council (Linkage ARC) and in collaboration with Prof. Andrew Martin, A/Prof. Judy Anderson and Dr Jenni Way.
  • ETM: Empowering Teachers of Mathematics Project Funded by Australian Research Council (Linkage ARC with CSO Broken Bay) and in collaboration with Dr Jenni way and A/Prof. Judy Anderson.

Associations

  • Associate Editor, Mathematics Teacher Education & Development [MTED], Journal of the Mathematics Education Research Group of Australasia. (2010-2012)

  • Editorial Board Member,Mathematics Education Research Journal[MERJ], Journal of the Mathematics Education Research Group of Australasia. (2005-2011)

  • Co-Editor Australian Primary Mathematics Classroom. (2004-2007)

Awards and honours

  • 2014 Thompson Research Fellowship, the University of Sydney.

  • 2009 Vice Chancellor's Award for Teaching Excellence, University of Sydney

  • 2007 Practical Implications Award for Research, (jointly sponsored by the Mathematics Education Research Group of Australasia and Australian Association of Mathematics Teachers)

  • 2007 Citation for Outstanding Contributions to Student Learning, national teaching award

  • 2002 Excellence in Teaching Award, Faculty of Education and Social Work, USyd

  • 1992 Early Career Research Award, Mathematics Education Research Group of Australasia

  • 1990-92 Australian Commonwealth Postgraduate Research Award, University of NSW

Selected grants

2014

  • Strengthening the evidence-base in support of ambitious teaching and learning of mathematics; Bobis J; DVC Research/Thompson Fellowships.

2012

  • Learning Technology and the Learning Sciences; Goodyear P, Kay J, Jacobson M, Reimann P, Freebody P, Martin J, Dong A, Calvo R, Kummerfeld R, Shaw T, Yacef K, Ellis R, Sharma M, Bobis J, Taylor C, Maton K, Markauskaite L, Chan C, Dey A, Dillenbourg P, Kapur M, Laurillard D, Linn M, Luckin R, Ohlsson S, Pea R, Williams M; DVC Research/Research Network Scheme (SyReNS).

2011

  • Empowering teachers of middle years mathematics: Becoming self-directed learners; Bobis J, Way J, Anderson J; Australian Research Council (ARC)/Linkage Projects (LP).

2007

  • Middle Years Transition, Engagement and Achievement in Mathematics - The MYTEAM Project; Fraser A, O'Grady S, Martin A, Bobis J, Anderson J, Way J; Australian Research Council (ARC)/Linkage Projects (LP).
  • Carrick Citation for Excellence in Teaching; Bobis J; The Carrick Institute for Learning and Teaching in Higher Education/Carrick citations for outstanding contributions to student learning.
  • The development of a communication platform to enhance blended learning using IP based video-conferencing capabilities; Bobis J; University of Sydney/Teaching Improvement and Equipment Scheme (TIES).

2005

  • The sustainability of CMIT; Bobis J; NSW Department of Education and Training (NSWDET)/Research Grant.

2004

  • The role of facilitators in CMIT; Bobis J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Identifying pedagogy that promotes working mathematically for all students; Bobis J, Anderson J; DVC Research/Research and Development Scheme: Research and Development (R&D).

2002

  • An investigation of CMIT Stage 2; Bobis J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Review of research on the Early Numeracy project; Bobis J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Development of Accreditation CD for CMIT; Bobis J, Way J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • The Mathematical knowledge, beliefs & practices of preservice primary teachers; Bobis J, Aldridge S; University of Sydney/Seed Funding Grant.

2001

  • The Mathematical knowledge, beliefs & practices of preservice primary teachers; Bobis J, Aldridge S; University of Sydney/Seed Funding Grant.
  • Accreditation of Count Me In Too; Bobis J, Way J; NSW Department of Education/BLO Project.

Selected publications

Download citations: PDF RTF Endnote

Books

  • Hunting, R., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., Papic, M., Pearn, C., Perry, B., Robbins, J., et al (2013). Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice. Camberwell, VIC: ACER Press.
  • Bobis, J., Mulligan, J., Lowrie, T. (2013). Mathematics for children: challenging children to think mathematically (4th edition). NSW, Australia: Pearson Education Australia.

Edited Books

  • Way, J., Bobis, J. (2011). Fractions: teaching for understanding. Adelaide, SA: Australian Association of Mathematics Teachers.
  • Bobis, J., Mulligan, J., Lowrie, T. (2008). Mathematics for children: Challenging children to think mathematically. Sydney: Pearson Education.

Book Chapters

  • Bobis, J., Higgins, J., Cavanagh, M., Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald & J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008–2011, (pp. 313-341). Rotterdam: Sense Publishers.
  • Bobis, J., Anderson, J., Martin, A., Way, J. (2011). A Model for Mathematics Instruction to Enhance Student Motivation and Engagement. In Daniel J. Brahier (Eds.), Motivation and Disposition: Pathways to Learning Mathematics - 73rd Yearbook, (pp. 31-42). Reston, US: National Council of Teachers of Mathematics. [More Information]
  • Bobis, J. (2011). Fractions: Best evidence and its implications for practice. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 11-20). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Bobis, J. (2009). Teachers as learners. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 42-50). Melbourne, Australia: Oxford University Press.
  • Anderson, J., Bobis, J., Way, J. (2008). Teachers as learners: Building knowledge in and through the practice of teaching mathematics. In Forgasz H, Barktasas A, Bishop A, Clarke B, Keast S, Seah WT, Sullivan, Willis (Eds.), Research in Mathematics Education in Australasia 2004-2007, (pp. 313-334). Rotterdam, Netherlands: Sense Publishers.
  • Bobis, J. (2004). Number Sense and the Professional Development of Teachers. In Alistair McIntosh and Len Sparrow (Eds.), Beyond written computation, (pp. 160-170). Perth, W.A.: MASTEC (Edith Cowan University).
  • Bobis, J. (1998). Partnerships with practicing teachers: Action research in practice. In N. Ellerton (Eds.), Current Issues in Mathematics Education, (pp. 18-38). Perth: MASTEC (Edith Cowan University).
  • Bobis, J. (1996). Research in early arithmetical learning and teaching. In Atweh, B., Owens, K. & Sulllivan, P. (Eds.), Research in Mathematics Education in Australasia 1992-1995, (pp. 281-310). Sydney: MERGA.
  • Bobis, J. (1996). Visualisation and the development of number sense with Kindergarten children. In Joanne Mulligan & Michael Mitchelmore (Eds.), Children's Number Learning: A Research Monograph of MERGA, (pp. 17-33). Australia: AAMT.

Journals

  • Hu, F., Ginns, P., Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.
  • Martin, A., Way, J., Bobis, J., Anderson, J. (2014). Exploring the ups and downs of mathematics engagement in the middle years of school. The Journal of Early Adolescence, Online first. [More Information]
  • Maasepp, B., Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, Online first.
  • Harrison, N., Bennett, S., Bennett, D., Bobis, J., Chan, P., Seddon, T., Shore, S. (2013). Changing boundaries - Shifting identities: Strategic interventions to enhance the future of educational research in Australia. A E R (Australian Educational Researcher), 40(4), 493-507. [More Information]
  • Seddon, T., Bennett, D., Bennett, S., Bobis, J., Chan, P., Harrison, N., Shore, S. (2013). Education research Australia: a changing ecology of knowledge and practice. A E R (Australian Educational Researcher), 40(4), 433-451. [More Information]
  • Bobis, J., Shore, S., Bennett, D., Bennett, S., Chan, P., Harrison, N., Seddon, T. (2013). Education research in Australia: where is it conducted? A E R (Australian Educational Researcher), 40(4), 453-471. [More Information]
  • Way, J., Bobis, J., Anderson, J., Cameron, L. (2013). Representations of concepts as a catalyst for change in teacher pedagogical content knowledge. Procedia: Social and Behavioral Sciences, 106, 2248-2258. [More Information]
  • Bennett, D., Smith, E., Bennett, S., Chan, P., Bobis, J., Harrison, N., Seddon, T., Shore, S. (2013). Who is conducting educational research in Australia and how can their work be supported? A E R (Australian Educational Researcher), 40(4), 473-492. [More Information]
  • Martin, A., Anderson, J., Bobis, J., Way, J., Vellar, R. (2012). Switching On and Switching Off in Mathematics: An Ecological Study of Future Intent and Disengagement Among Middle School Students. Journal of Educational Psychology, 104(1), 1-18. [More Information]
  • Way, J., Anderson, J., Bobis, J. (2012). Teaching Mathematics: The Long Journey for Teachers (Editorial). Mathematics Teacher Education and Development, 14(1), 1-1.
  • Bobis, J. (2011). Mechanisms affecting the sustainability and scale-up of a system-wide reform. Mathematics Teacher Education and Development, 13(1), 34-53.
  • Martin, A., Bobis, J., Anderson, J., Way, J., Vellar, R. (2011). Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors. Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology), 25(1), 49-61. [More Information]
  • Way, J., Anderson, J., Bobis, J. (2011). The Centrality of the Teacher in Mathematics Education (Editorial). Mathematics Teacher Education and Development, 13(2), 1-2.
  • Kefaloukos, M., Bobis, J. (2011). Understanding conservation: A playful process. Australian Primary Mathematics Classroom, 16(4), 19-23.
  • Papic, M., Mulligan, J., Bobis, J. (2010). Listening to Indigenous Early Childcare Practitioners: Mathematics Learning In Community Contexts. Journal of Australian Research in Early Childhood Education, 16(2), 49-62.
  • Way, J., Anderson, J., Bobis, J. (2010). The Importance of Teacher Knowledge and Teacher Thinking (Editorial). Mathematics Teacher Education and Development, 12(1), 1-3.
  • Bobis, J., Papic, M., Mulligan, J. (2010). The Mathematical Knowledge of Preschool Practitioners: Evidence From The Field. Journal of Australian Research in Early Childhood Education, 16(2), 87-97.
  • Bobis, J. (2008). Early Spatial Thinking and the development of Number Sense. Australian Primary Mathematics Classroom, 13(3), 4-9.
  • Bobis, J. (2007). From here to there: The Path to computational fluency with multi-digit multiplication. Australian Primary Mathematics Classroom, 12(4), 22-26.
  • Bobis, J. (2007). The empty number line: A useful tool or just another procedure? Teaching Children Mathematics, 13(8), 410-413.
  • Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, R., Young-Loveridge, J., Gould, P. (2005). Supporting teachers in the development of young children's mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27-57.
  • Handal, B., Bobis, J. (2004). Teaching Mathematics Thematically: Teachers' Perspectives. Mathematics Education Research Journal, 16(1), 3-18.
  • Handal, B., Bobis, J. (2003). Instructional styles in the teaching of mathematics thematically. International Journal for Mathematics Teaching and Learning, 2003, 1-18.
  • Bobis, J. (2002). Is school ready for my child? Australian Primary Mathematics Classroom, 7(4), 4-8.
  • Mulligan, J., Bobis, J., Francis, C. (1999). Insights into early numeracy: the 'Count me in too' project. Australian Primary Mathematics Classroom, 4(1), 22-26.
  • Bobis, J., Cusworth, R. (1993). Changing preservice primary teachers' attitudes toward mathematics and science/technology. Forum of Education, 49(2), 9-20.
  • Bobis, J., Sweller, J., Cooper, M. (1993). Cognitive load effects in a primary-school geometry task. Learning and Instruction, 3(1), 1-21.
  • Bobis, J., Sweller, J., Cooper, M. (1993). Demands imposed on primary-school students by geometric models. Contemporary Educational Psychology, 19(1), 108-117.
  • Bobis, J. (1993). International update: A National Australian statement on mathematics. Arithmetic Teacher, 40(8), 486-487.
  • Bobis, J. (1991). The effect of instruction on the development of computational estimation strategies. Mathematics Education Research Journal, 3(1), 17-29.
  • Bobis, J. (1991). Using a calculator to develop number sense. Arithmetic Teacher, 38(5), 42-45.

Conferences

  • Dimarakis, N., Bobis, J., Way, J., Anderson, J. (2014). "I just need to believe in myself more": The mathematical self-belief of year 7 students. Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia, Sydney: MERGA.
  • Bobis, J. (2010). The impact of a developmental framework in number on primary teachers' classroom practice. 33rd annual conference of the Mathematics Education Research Group of Australasia - MERGA33 2010 Shaping the future of mathematical education, Fremantle: Mathematics Education Research Group of Australasia (MERGA).
  • Papic, M., Mulligan, J., Bobis, J. (2009). Developing Mathematical Concepts in Australian Pre-school Settings: Children's Mathematical Thinking. 32nd Annual Conference of the Mathematics of Education Research Group of Australasia MERGA 2009, New Zealand: Mathematics Education Research Group of Australasia (MERGA).
  • Bobis, J. (2009). Teachers assessing children's number knowledge: how confident are they? Third National Conference on Research in Mathematics Education - MEI 3 Mathematics for All: Extending Mathematical Capacity, Dublin: Mathematics Education Ireland (MEI).
  • Way, J., Bobis, J., Anderson, J., Martin, A. (2008). Middle years transition, engagement and achievement in mathematics: The MYTEAM project. International Group for the Psychology of Mathematics Education. Joint Meeting of PME 32 and PME – NA XXX, Mexico: Cinvestav-UMSNH.
  • O'Keefe, M., Bobis, J. (2008). Primary Teachers' perceptions of their knowledge and understanding of measurement. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.
  • Bobis, J. (2007). Empowered to Teach: A Practice-based Model of Teacher Education. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Bobis, J. (2007). Facilitating Change As Part Of A Large-Scale Numeracy Program. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Bobis, J., Anderson, J. (2006). Reform-Oriented Teaching Practices and the Influence of School Context. 29th annual conference of the Mathematics Education Research Group of Australasia, Adelaide: MERGA Inc.
  • Anderson, J., Bobis, J. (2005). Reform-Oriented Teaching Practices: A Survey of Primary School Teachers. 29th Conference of the International Group for the Psychology of Mathematics Education - PME29, Melbourne, Australia: PME.
  • Skilling, K., Bobis, J. (2005). Students Reflecting On Their Mathematical Understandings. 12th ISATT International Conference - Challenges for the Profession: Perspectives and Directions for Teachers, Teaching and Teacher Education, Sydney, Australia: International Study Association on Teachers and Teaching.
  • Bobis, J., Bobis, E. (2005). The empty number line: Making children's thinking visible. 20th Biennial Conference of the Australian Association of Mathematics Teachers: Making Mathematics Vital (2005), Sydney, Australia: AAMT.
  • Still, K., Bobis, J. (2005). The integration of mathematics and music in the primary school classroom. Annual Conference of the Mathematics Education Research Group of Australasia - MERGA 28 - Building Connections: Theory, Research and Practice, Melbourne: Deakin University Press.
  • Bobis, J. (2004). For The Sake Of The Children: Maintaining The Momentum Of A Professional Development Program. 28th Conference of the International Group for the Psychology of Mathematics Education (PME28), Online: PME.
  • Bobis, J. (2004). Time, Resources, Information Overload And Classroom Management: Issues Surrounding Professional Development. Mathematics Education for the Third Millennium: Towards 2010 27th Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia: MERGA.
  • Aldridge, S., Bobis, J. (2003). Implementing beliefs, knowledge and practices: a beginning teacher's story. Mathematics Education Research: Innovation, Networking, Opportunity, VIC: Deakin University.
  • Bobis, J., Aldridge, S. (2002). Authentic learning contexts as an interface between theory and practice. Psychology of Mathematics Education 26, Norwich: University of East Anglia.
  • Bobis, J. (2001). Mental Computation: Shaping our children's success in mathematics. Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc, : Ads & Adea.
  • Aldridge, S., Bobis, J. (2001). Multiple Learning Contexts: A Vehicle for Changing Preservice Primary Teachers' Mathematical Beliefs, Knowledge, and Practices. Twenty Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc, : UNSW Australian Defence Force Academy.
  • Handal, B., Bobis, J., Grimison, L. (2001). Teachers' mathematical beliefs and practices in teaching and learning thematically. 24th Annual MERGA Conference: Numeracy and Beyond, : Ads & Adea.

Report

  • Bobis, J. (2006). Factors affecting the sustainability and expansion of Count Me In Too (CMIT).

2014

  • Dimarakis, N., Bobis, J., Way, J., Anderson, J. (2014). "I just need to believe in myself more": The mathematical self-belief of year 7 students. Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia, Sydney: MERGA.
  • Hu, F., Ginns, P., Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.
  • Martin, A., Way, J., Bobis, J., Anderson, J. (2014). Exploring the ups and downs of mathematics engagement in the middle years of school. The Journal of Early Adolescence, Online first. [More Information]
  • Maasepp, B., Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, Online first.

2013

  • Harrison, N., Bennett, S., Bennett, D., Bobis, J., Chan, P., Seddon, T., Shore, S. (2013). Changing boundaries - Shifting identities: Strategic interventions to enhance the future of educational research in Australia. A E R (Australian Educational Researcher), 40(4), 493-507. [More Information]
  • Seddon, T., Bennett, D., Bennett, S., Bobis, J., Chan, P., Harrison, N., Shore, S. (2013). Education research Australia: a changing ecology of knowledge and practice. A E R (Australian Educational Researcher), 40(4), 433-451. [More Information]
  • Bobis, J., Shore, S., Bennett, D., Bennett, S., Chan, P., Harrison, N., Seddon, T. (2013). Education research in Australia: where is it conducted? A E R (Australian Educational Researcher), 40(4), 453-471. [More Information]
  • Hunting, R., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., Papic, M., Pearn, C., Perry, B., Robbins, J., et al (2013). Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice. Camberwell, VIC: ACER Press.
  • Bobis, J., Mulligan, J., Lowrie, T. (2013). Mathematics for children: challenging children to think mathematically (4th edition). NSW, Australia: Pearson Education Australia.
  • Way, J., Bobis, J., Anderson, J., Cameron, L. (2013). Representations of concepts as a catalyst for change in teacher pedagogical content knowledge. Procedia: Social and Behavioral Sciences, 106, 2248-2258. [More Information]
  • Bennett, D., Smith, E., Bennett, S., Chan, P., Bobis, J., Harrison, N., Seddon, T., Shore, S. (2013). Who is conducting educational research in Australia and how can their work be supported? A E R (Australian Educational Researcher), 40(4), 473-492. [More Information]

2012

  • Seddon, T., Bennett, D., Bobis, J., Bennett, S., Harrison, N., Shore, S., Smith, E., Chan, P. (2012), Living in a 2.2 world: ERA, capacity building and the topography of Australian educational research. , , , 1-46. [More Information]
  • Bobis, J., Higgins, J., Cavanagh, M., Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In B. Perry, T. Lowrie, T. Logan, A. MacDonald & J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008–2011, (pp. 313-341). Rotterdam: Sense Publishers.
  • Martin, A., Anderson, J., Bobis, J., Way, J., Vellar, R. (2012). Switching On and Switching Off in Mathematics: An Ecological Study of Future Intent and Disengagement Among Middle School Students. Journal of Educational Psychology, 104(1), 1-18. [More Information]
  • Way, J., Anderson, J., Bobis, J. (2012). Teaching Mathematics: The Long Journey for Teachers (Editorial). Mathematics Teacher Education and Development, 14(1), 1-1.

2011

  • Bobis, J., Anderson, J., Martin, A., Way, J. (2011). A Model for Mathematics Instruction to Enhance Student Motivation and Engagement. In Daniel J. Brahier (Eds.), Motivation and Disposition: Pathways to Learning Mathematics - 73rd Yearbook, (pp. 31-42). Reston, US: National Council of Teachers of Mathematics. [More Information]
  • Bobis, J. (2011). Fractions: Best evidence and its implications for practice. In Jenni Way & Janette Bobis (Eds.), Fractions: teaching for understanding, (pp. 11-20). Adelaide, SA: Australian Association of Mathematics Teachers.
  • Way, J., Bobis, J. (2011). Fractions: teaching for understanding. Adelaide, SA: Australian Association of Mathematics Teachers.
  • Bobis, J. (2011). Mechanisms affecting the sustainability and scale-up of a system-wide reform. Mathematics Teacher Education and Development, 13(1), 34-53.
  • Martin, A., Bobis, J., Anderson, J., Way, J., Vellar, R. (2011). Patterns of Multilevel Variance in Psycho-Educational Phenomena: Comparing Motivation, Engagement, Climate, Teaching, and Achievement Factors. Zeitschrift für Pädagogische Psychologie (German Journal of Educational Psychology), 25(1), 49-61. [More Information]
  • Way, J., Anderson, J., Bobis, J. (2011). The Centrality of the Teacher in Mathematics Education (Editorial). Mathematics Teacher Education and Development, 13(2), 1-2.
  • Kefaloukos, M., Bobis, J. (2011). Understanding conservation: A playful process. Australian Primary Mathematics Classroom, 16(4), 19-23.

2010

  • Papic, M., Mulligan, J., Bobis, J. (2010). Listening to Indigenous Early Childcare Practitioners: Mathematics Learning In Community Contexts. Journal of Australian Research in Early Childhood Education, 16(2), 49-62.
  • Bobis, J. (2010). The impact of a developmental framework in number on primary teachers' classroom practice. 33rd annual conference of the Mathematics Education Research Group of Australasia - MERGA33 2010 Shaping the future of mathematical education, Fremantle: Mathematics Education Research Group of Australasia (MERGA).
  • Way, J., Anderson, J., Bobis, J. (2010). The Importance of Teacher Knowledge and Teacher Thinking (Editorial). Mathematics Teacher Education and Development, 12(1), 1-3.
  • Bobis, J., Papic, M., Mulligan, J. (2010). The Mathematical Knowledge of Preschool Practitioners: Evidence From The Field. Journal of Australian Research in Early Childhood Education, 16(2), 87-97.

2009

  • Bobis, J. (2009), Count Me In Too: The Learning Framework In Number and its impact on teacher knowledge and pedagogy. A report prepared on behalf of the NSW Department of Education & Training for the Count Me In Too Program 2008. , , , 1-68. [More Information]
  • Papic, M., Mulligan, J., Bobis, J. (2009). Developing Mathematical Concepts in Australian Pre-school Settings: Children's Mathematical Thinking. 32nd Annual Conference of the Mathematics of Education Research Group of Australasia MERGA 2009, New Zealand: Mathematics Education Research Group of Australasia (MERGA).
  • Bobis, J. (2009). Teachers as learners. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 42-50). Melbourne, Australia: Oxford University Press.
  • Bobis, J. (2009). Teachers assessing children's number knowledge: how confident are they? Third National Conference on Research in Mathematics Education - MEI 3 Mathematics for All: Extending Mathematical Capacity, Dublin: Mathematics Education Ireland (MEI).

2008

  • Bobis, J. (2008). Early Spatial Thinking and the development of Number Sense. Australian Primary Mathematics Classroom, 13(3), 4-9.
  • Bobis, J., Mulligan, J., Lowrie, T. (2008). Mathematics for children: Challenging children to think mathematically. Sydney: Pearson Education.
  • Way, J., Bobis, J., Anderson, J., Martin, A. (2008). Middle years transition, engagement and achievement in mathematics: The MYTEAM project. International Group for the Psychology of Mathematics Education. Joint Meeting of PME 32 and PME – NA XXX, Mexico: Cinvestav-UMSNH.
  • O'Keefe, M., Bobis, J. (2008). Primary Teachers' perceptions of their knowledge and understanding of measurement. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.
  • Anderson, J., Bobis, J., Way, J. (2008). Teachers as learners: Building knowledge in and through the practice of teaching mathematics. In Forgasz H, Barktasas A, Bishop A, Clarke B, Keast S, Seah WT, Sullivan, Willis (Eds.), Research in Mathematics Education in Australasia 2004-2007, (pp. 313-334). Rotterdam, Netherlands: Sense Publishers.

2007

  • Bobis, J. (2007). Empowered to Teach: A Practice-based Model of Teacher Education. 30th Annual Conference of the Mathematics Education Research Group of Australasia (2007), Adelaide, SA , Australia: MERGA.
  • Bobis, J. (2007). Facilitating Change As Part Of A Large-Scale Numeracy Program. International Symposium Elementary Mathematics Teaching (2007), Prague, Czech Republic: Charles University.
  • Bobis, J. (2007). From here to there: The Path to computational fluency with multi-digit multiplication. Australian Primary Mathematics Classroom, 12(4), 22-26.
  • Bobis, J. (2007). The empty number line: A useful tool or just another procedure? Teaching Children Mathematics, 13(8), 410-413.

2006

  • Bobis, J. (2006). Factors affecting the sustainability and expansion of Count Me In Too (CMIT).
  • Bobis, J., Anderson, J. (2006). Reform-Oriented Teaching Practices and the Influence of School Context. 29th annual conference of the Mathematics Education Research Group of Australasia, Adelaide: MERGA Inc.

2005

  • Anderson, J., Bobis, J. (2005). Reform-Oriented Teaching Practices: A Survey of Primary School Teachers. 29th Conference of the International Group for the Psychology of Mathematics Education - PME29, Melbourne, Australia: PME.
  • Skilling, K., Bobis, J. (2005). Students Reflecting On Their Mathematical Understandings. 12th ISATT International Conference - Challenges for the Profession: Perspectives and Directions for Teachers, Teaching and Teacher Education, Sydney, Australia: International Study Association on Teachers and Teaching.
  • Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, R., Young-Loveridge, J., Gould, P. (2005). Supporting teachers in the development of young children's mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27-57.
  • Bobis, J., Bobis, E. (2005). The empty number line: Making children's thinking visible. 20th Biennial Conference of the Australian Association of Mathematics Teachers: Making Mathematics Vital (2005), Sydney, Australia: AAMT.
  • Still, K., Bobis, J. (2005). The integration of mathematics and music in the primary school classroom. Annual Conference of the Mathematics Education Research Group of Australasia - MERGA 28 - Building Connections: Theory, Research and Practice, Melbourne: Deakin University Press.

2004

  • Bobis, J. (2004). For The Sake Of The Children: Maintaining The Momentum Of A Professional Development Program. 28th Conference of the International Group for the Psychology of Mathematics Education (PME28), Online: PME.
  • Bobis, J. (2004). Number Sense and the Professional Development of Teachers. In Alistair McIntosh and Len Sparrow (Eds.), Beyond written computation, (pp. 160-170). Perth, W.A.: MASTEC (Edith Cowan University).
  • Handal, B., Bobis, J. (2004). Teaching Mathematics Thematically: Teachers' Perspectives. Mathematics Education Research Journal, 16(1), 3-18.
  • Bobis, J. (2004). Time, Resources, Information Overload And Classroom Management: Issues Surrounding Professional Development. Mathematics Education for the Third Millennium: Towards 2010 27th Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia: MERGA.

2003

  • Aldridge, S., Bobis, J. (2003). Implementing beliefs, knowledge and practices: a beginning teacher's story. Mathematics Education Research: Innovation, Networking, Opportunity, VIC: Deakin University.
  • Handal, B., Bobis, J. (2003). Instructional styles in the teaching of mathematics thematically. International Journal for Mathematics Teaching and Learning, 2003, 1-18.

2002

  • Bobis, J., Aldridge, S. (2002). Authentic learning contexts as an interface between theory and practice. Psychology of Mathematics Education 26, Norwich: University of East Anglia.
  • Bobis, J. (2002). Is school ready for my child? Australian Primary Mathematics Classroom, 7(4), 4-8.

2001

  • Bobis, J. (2001). Mental Computation: Shaping our children's success in mathematics. Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc, : Ads & Adea.
  • Aldridge, S., Bobis, J. (2001). Multiple Learning Contexts: A Vehicle for Changing Preservice Primary Teachers' Mathematical Beliefs, Knowledge, and Practices. Twenty Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc, : UNSW Australian Defence Force Academy.
  • Handal, B., Bobis, J., Grimison, L. (2001). Teachers' mathematical beliefs and practices in teaching and learning thematically. 24th Annual MERGA Conference: Numeracy and Beyond, : Ads & Adea.

1999

  • Mulligan, J., Bobis, J., Francis, C. (1999). Insights into early numeracy: the 'Count me in too' project. Australian Primary Mathematics Classroom, 4(1), 22-26.

1998

  • Bobis, J. (1998). Partnerships with practicing teachers: Action research in practice. In N. Ellerton (Eds.), Current Issues in Mathematics Education, (pp. 18-38). Perth: MASTEC (Edith Cowan University).

1996

  • Bobis, J. (1996). Research in early arithmetical learning and teaching. In Atweh, B., Owens, K. & Sulllivan, P. (Eds.), Research in Mathematics Education in Australasia 1992-1995, (pp. 281-310). Sydney: MERGA.
  • Bobis, J. (1996). Visualisation and the development of number sense with Kindergarten children. In Joanne Mulligan & Michael Mitchelmore (Eds.), Children's Number Learning: A Research Monograph of MERGA, (pp. 17-33). Australia: AAMT.

1993

  • Bobis, J., Cusworth, R. (1993). Changing preservice primary teachers' attitudes toward mathematics and science/technology. Forum of Education, 49(2), 9-20.
  • Bobis, J., Sweller, J., Cooper, M. (1993). Cognitive load effects in a primary-school geometry task. Learning and Instruction, 3(1), 1-21.
  • Bobis, J., Sweller, J., Cooper, M. (1993). Demands imposed on primary-school students by geometric models. Contemporary Educational Psychology, 19(1), 108-117.
  • Bobis, J. (1993). International update: A National Australian statement on mathematics. Arithmetic Teacher, 40(8), 486-487.

1991

  • Bobis, J. (1991). The effect of instruction on the development of computational estimation strategies. Mathematics Education Research Journal, 3(1), 17-29.
  • Bobis, J. (1991). Using a calculator to develop number sense. Arithmetic Teacher, 38(5), 42-45.

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