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Associate Professor Judy Anderson

PhD(ACU National), MEd(Sydney), BSc(Sydney), BA(Macquarie)
Associate Professor, Mathematics Education
Director of the STEM Teacher Enrichment Academy
Curriculum Coordinator, Secondary Mathematics

A35 - Education Building
The University of Sydney

Telephone +61 2 93516264
Fax +61 2 93512606

Website Contact details

Biographical details

Judy is Associate Professor in mathematics education, Director of the STEM Teacher Enrichment Academy, and a member of the University Academic Board. She is currently co-chairing a University-wide working party on assessment. In her role as secondary mathematics curriculum coordinator, Judy has been teaching and researching at the University of Sydney for fifteen years. Prior to that, she worked at the Board of Studies NSW as a Senior Curriculum Officer (K-12), responsible for the development of the mathematics syllabuses for NSW schools. As a past President of the Australian Association of Mathematics Teachers (AAMT) and a member of the Executive Committee from 2007 to 2010, she provided leadership and ongoing support for teachers of mathematics throughout Australia.This was a critical role at a time of national curriculum development in Australia and the development of national testing regimes. She is currently president of the Australian Curriculum Studies Association.

Judy has conducted research into inservice and preservice teachers' beliefs and practices with a particular focus on problem solving. With colleagues in the Faculty she is undertaking research into middle years students' motivation and engagement in mathematics as well as middle years teachers' inquiry-based learning. She has worked in many primary and secondary schools as a critical friend and academic partner. Judy is also exploring teachers' use of NAPLAN data as well as teachers' perceptions of pre-service teachers' readiness to teach during their first professional experience.

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Research interests

Research on teaching and learning

  • Mathematics education K to University
  • Learning and teaching in higher education
  • STEM Education
  • Teacher education and professional learning

Keywords: mathematics, teacher professional development, teachers' beliefs and practices, student motivation and engagement, problem solving

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Current research students

Project title Research student
To investigate the array of STEM programs currently being offered in Australian schools, their structure and their impact on all students' curiosity towards STEM subjects. Based on findings, Mathematics has played little contribution in STEM programs Jake LITTLE
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Current projects

  • Developing an evidence base for Best Practice in Mathematics Education Project. Funded by the Office of the Chief Scientist with A/Prof. Rosemary Callingham (UTas) and others.
  • MYTEAM: Middle Years Transition, Engagement and Achievement in Mathematics Project. Funded by the Australian Research Council (Linkage ARC with CEO Sydney)with Prof. Andrew Martin, A/Prof. Janette Bobis & Dr Jenni Way
  • Teachers' use of NAPLAN data in secondary mathematics contexts with A/Prof. Paul White (ACU National)
  • Preservice teachers' knowledge and beliefs of mathematical problem solving with academics from Hong Kong and Singapore.
  • ETM: Empowering Teachers of Mathematics Project funded by the Australian Research Council (ARC Linkage with CSO Broken Bay Diocese) with A/Prof. Janette Bobis and Dr Jenni Way
  • Comparing secondary mathematics student teachers' perceptions of their readiness to teach with their cooperating teachers' perceptions during their first professional experience (Faculty Teaching Inquiry Grant)
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Associations

  • Member of the Catholic Education Diocese of Parramatta Schools Council (2017-2020)

  • Member of BOSTES Years 11 and 12 Mathematics Board Curriculum Committee (2014-2016)

  • Member of the Board of Studies NSW K-10 Mathematics Board Curriculum Committee (2010-2014)

  • Member of the Numeracy and Mathematics Committee for the Catholic Education Office, Sydney (2005-2012)

  • Member of the Executive of the Australian Curriculum Studies Association (2010-2014)

  • Co-editor, the Mathematics Teacher Education and Development Journal (2010-2012)

  • Editorial Panel, Australian Senior Mathematics Journal (since 2010); Mathematics Teacher Education and Development Journal (since 2013); Mathematics Teacher Educator (Singapore) (since 2014)

  • University of Sydney Academic Board Member (2012-2017)

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Awards and honours

  • Life member of the Australian Association of Mathematics Teachers (2017)

  • Exceptional Service Award to the Profession 2012 from the Professional Teachers' Council NSW

  • Outstanding Professional Service Award 2005 from the Professional Teachers’ Council of NSW

  • Excellence in Teaching Award 2004 from the Faculty of Education and Social Work

  • Outstanding Educational Research Award 2001 from the NSW Institute for Educational Research

  • ARC Linkage (2011-2014) ETM Project - Empowering Teachers of Mathematics. With A/Prof Janette Bobis & Dr Jenni Way

  • ARC Linkage (2007-2011) MYTEAM Project - Middle Years Transition, Engagement & Achievement in Mathematics. With Prof. Andrew Martin, A/Prof Janette Bobis & Dr Jenni Way

  • Australian Commonwealth Postgraduate Research Award 1997-1999, Australian Catholic University

  • Life Membership 2001 from the Mathematical Association of NSW

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International links

United States

(Texas A&M University) Co-editing a book on STEM education

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Selected grants

2014

  • Collaboration Agreement with UQ Inspiring Mathematics and Science in Teacher Education; Goos M, Grotowski J, Belward S, Anderson J; Department of Industry, Innovation and Science/Grants Scheme.

2011

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

2008

  • 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).
  • Longitudinal evaluation of the Leading Quality Professional Learning project; Hayes D, Ewing R, Armstrong A, Anderson J; NSW Department of Education and Training (NSWDET)/Australian Government Quality Teacher Program.

2005

  • Early Career Teachers; Anderson J, Anderson M, Gibson R, Ewing R, Manuel J; NSW Department of Education and Training (NSWDET)/Research Grant.
  • Evaluation of AGQTP Sustaining Professional Learning; Armstrong A, Ewing R, Hayes D, Anderson J; NSW Department of Education and Training (NSWDET)/Research Grant.

2004

  • Identifying pedagogy that promotes working mathematically for all students; Bobis J, Anderson J; DVC Research/Research and Development Scheme: Research and Development (R&D).
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Selected publications & creative works

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Edited Books

  • Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., White, B. (2016). Teaching secondary mathematics. Great Britain: Cambridge University Press.
  • Anderson, J., Cavanagh, M., Prescott, A. (2014). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA.

Book Chapters

  • Anderson, J. (2016). Inquiry-based learning. In G. Hine, R. Reaburn, J. Anderson, L. Galligan & C. Carmichael (Eds.), Teaching secondary mathematics, (pp. 117-145). Great Britain: Cambridge University Press.
  • Beswick, K., Anderson, J., Hurst, C. (2016). The Education and Development of Practising Teachers. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in Mathematics Education in Australasia 2012-2015, (pp. 329-352). Singapore: Springer. [More Information]
  • Anderson, J. (2014). Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculum. In Yeping Li, Glenda Lappan (Eds.), Mathematics curriculum in school education, (pp. 209-229). Dordrecht: Springer. [More Information]
  • Anderson, J. (2013). Problem solving and reasoning in Stage 3: What does it look like in the new NSW syllabus? In C. Attard & A. L. White (Eds.), Creativity and mathematics: Release your mathimagination!, (pp. 5-12). NSW: The Mathematical Association of New South Wales (MANSW) Inc.
  • Anderson, J., White, P., Wong, M. (2012). Mathematics curriculum in the schooling years. In B. Perry, T. Lowrie, T. Logan, A. MacDonald and J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008-2011, (pp. 219-244). Rotterdam: Sense Publishers. [More Information]
  • 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]
  • Anderson, J. (2010). Collaborative problem solving as modelling in the primary years of schooling. In Kaur, B and Dindyal, J (Eds.), Mathematical Applications and Modelling: Yearbook 2010, Association of Mathematics Educators, (pp. 78-93). Singapore: World Scientific Publishing.
  • Hoban, G., Herrington, T., Kervin, L., Ewing, R., Anderson, J., Smith, D. (2010). Final Report of Evaluative Inquiry into the Sustainability of Professional Learning through School-Based Action Learning. In Anne Campbell, Susan Groundwater-Smith (Eds.), Action Research in Education, (pp. 103-120). Los Angeles: Sage Publications.
  • Smith, D., Anderson, J. (2009). Communicating with adolescents: Through the middle years of schooling. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 197-206). 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.
  • Anderson, J. (2004). Problem Solving In Learning And Teaching Mathematics. In Perry, B; Anthony, G and Diezmann (Eds.), Research in Mathematics Education in Australia, (pp. 127-150). Flaxton, QLD: Post Pressed.

Journals

  • Geiger, V., Anderson, J., Hurrell, D. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory. Mathematics Education Research Journal, 29(2), 143-161. [More Information]
  • Carmichael, C., Callingham, R., Anderson, J. (2017). Introduction to MERJ special issue, "Theoretical foundations of engagement in mathematics: empirical studies from the field". Mathematics Education Research Journal, 29(2), 131-132. [More Information]
  • Durksen, T., Way, J., Bobis, J., Anderson, J., Skilling, K., Martin, A. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29(2), 163-181. [More Information]
  • Bobis, J., Way, J., Anderson, J., Martin, A. (2016). Challenging teacher beliefs about student engagement in mathematics. Journal of Mathematics Teacher Education, 19(1), 33-55. [More Information]
  • Little, J., Anderson, J. (2016). What factors support or inhibit secondary mathematics pre-service teachers' implementation of problem-solving tasks during professional experience? Asia-Pacific Journal of Teacher Education, 44(5), 504-521. [More Information]
  • Skilling, K., Bobis, J., Martin, A., Anderson, J., Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28(4), 545-566. [More Information]
  • Martin, A., Way, J., Bobis, J., Anderson, J. (2015). Exploring the ups and downs of mathematics engagement in the middle years of school. The Journal of Early Adolescence, 35(2), 199-244. [More Information]
  • Anderson, J. (2015). What I have learnt about teaching mathematics from my students. Reflections, 40(4), 9-17.
  • Hendry, G., Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754-768. [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]
  • Zuber, E., Anderson, J. (2013). The initial response of secondary mathematics teachers to a one-to-one laptop program. Mathematics Education Research Journal, 25(2), 279-298. [More Information]
  • White, P., Anderson, J. (2012). Pressure to perform: reviewing the use of data through professional learning conversations. Mathematics Teacher Education and Development, 14(1), 60-77.
  • Lee, K., Anderson, J. (2012). Secondary students' mathematics homework beliefs and behaviours: a pilot study. Curriculum Perspectives, 32(3), 48-60.
  • 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.
  • 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.
  • White, P., Anderson, J., Harte, J. (2010). NAPLAN: A springboard for improving numeracy learning outcomes. Reflections, 35(1), 16-19.
  • Anderson, J. (2010). Problem solving in the Australian mathematics curriculum: What have we learnt from other countries? Curriculum Leadership, 8(1).
  • 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.
  • Anderson, J., White, P., Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers' problem-solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9-38.
  • Anderson, J. (2004). Programming the new syllabus for Years 7 and 8: A professional development opportunity. Reflections, 29(1), 33-40.

Conferences

  • Lee, K., Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education. 38th annual conference of the Mathematics Education Research Group of Australasia (MERGA 2015), Sunshine Coast, Australia: MERGA.
  • Way, J., Reece, A., Bobis, J., Anderson, J., Martin, A. (2015). Improving student motivation and engagement in mathematics through one-to-one interactions. 38th annual conference of the Mathematics Education Research Group of Australasia (MERGA 2015), Sunshine Coast, Australia: MERGA. [More Information]
  • Way, J., Bobis, J., Anderson, J. (2015). Teacher representations of fractions as a key to developing their conceptual understanding. 39th Conference of the International Group for the Psychology of Mathematics Education (PME39), Hobart, Australia: Psychology of Mathematics Education (PME).
  • Taing, M., Bobis, J., Way, J., Anderson, J. (2015). Using metaphors to assess student motivation and engagement in mathematics. 39th Conference of the International Group for the Psychology of Mathematics Education (PME39), Hobart, Australia: Psychology of Mathematics Education (PME).
  • 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.
  • Lee, K., Anderson, J. (2014). Who is really interested in mathematics: An investigation of lower secondary students' mathematical role models. Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia, Sydney: MERGA.
  • Chambers, B., Anderson, J., Waugh, F., Markauskaite, L., Barnes, J. (2012). Investigating inclusion and exclusion reasons for student attrition in first year at university. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Anderson, J. (2011). Implementing problem solving in Australian classrooms: Addressing students' and teachers' beliefs. 23rd Biennial Conference of the Australian Association of Mathematics Teachers and 34th Annual Conference of the Mathematics Education Research Group of Australasia (AAMT/MERGA 2011), Adelaide, Australia: The Australian Association of Mathematics Teachers (AAMT) Inc.
  • White, P., Anderson, J. (2011). Teachers' use of national test data to focus numeracy instruction. 23rd Biennial Conference of the Australian Association of Mathematics Teachers and 34th Annual Conference of the Mathematics Education Research Group of Australasia (AAMT/MERGA 2011), Adelaide, Australia: The Australian Association of Mathematics Teachers (AAMT) Inc.
  • Lo, W., Anderson, J. (2010). Beyond the Curriculum: The Mathematical Beliefs of Pre-service Primary Teachers in Hong Kong. 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).
  • Anderson, J. (2009). Mathematics Curriculum Development and the Role of Problem Solving. Australian Curriculum Studies Association National Biennial Conference ACSA 2009, Australia: Australian Curriculum Studies Association.
  • Anderson, J. (2009). Using NAPLAN Items to Develop Students' Thinking Skills and Build Confidence. 22nd Biennial Conference of the Australian Association of Mathematics Teachers Inc. 2009, Australia: Australian Association of Mathematics Teachers.
  • 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.
  • Anderson, J. (2008). Teachers' motivation to attend voluntary professional development in K-10 mathematics. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.
  • Anderson, J. (2007). Learning difficulties in middle years mathematics: Teaching approaches to support learning and engagement. Twenty-first biennial conference of The Australian Association of Mathematics Teachers. (AAMT 2007), Adelaide, Australia: Australian Association of Mathematics Teachers.
  • Anderson, J., Wong, M. (2007). Teaching Common Fractions in Primary School: Teachers' Reactions to a New Curriculum. AARE's 36th Annual International Education Research Conference - Adelaide 2006, Melbourne: Australian Association for Research in Education (AARE).
  • Anderson, J., Moore, M. (2006). Evaluating the Professional Learning of Secondary Mathematics Teachers: Reflecting on their Reflections!. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE). [More Information]
  • 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. (2005). Implementing Problem Solving in Mathematics Classrooms: What Support do Teachers Want? Annual Conference of the Mathematics Education Research Group of Australasia - MERGA 28 - Building Connections: Theory, Research and Practice, Melbourne: Deakin University Press. [More Information]
  • Anderson, J. (2005). Reflecting on Implementing Problem-Solving Practices in Primary Mathematics: Two Teachers' Stories. 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.
  • 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.
  • Anderson, J. (2005). Working mathematically in NSW classrooms: An opportunity to implement quality teaching and learning. 20th Biennial Conference of the Australian Association of Mathematics Teachers: Making Mathematics Vital (2005), Sydney, Australia: AAMT.
  • Anderson, J., Sullivan, P., White, P. (2004). The Influence Of Perceived Constraints On Teachers' Problem-Solving Beliefs and Practices. Mathematics Education for the Third Millennium: Towards 2010 27th Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia: MERGA.
  • Anderson, J. (2003). Teachers' choice of tasks: a window into beliefs about the rold of problem solving in learning mathematics. Mathematics Education Research: Innovation, Networking, Opportunity, VIC: Deakin University.

Report

  • Ewing, R., Hoban, G., Herrington, T., Anderson, J., Smith, D., Kervin, L. (2005). Evaluative inquiry into the sustainability of professional learning through school-based action learning. Final report. [More Information]

Research Reports

  • Hayes, D., Ewing, R., Armstrong, A., Anderson, J., Wheeler, M., Smith, D., Duncan, D. (2009). Leading Quality Professional Learning: Final report and evaluation overview, (pp. 4 - 75). Sydney, Australia: The University of Sydney.

2017

  • Geiger, V., Anderson, J., Hurrell, D. (2017). A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory. Mathematics Education Research Journal, 29(2), 143-161. [More Information]
  • Carmichael, C., Callingham, R., Anderson, J. (2017). Introduction to MERJ special issue, "Theoretical foundations of engagement in mathematics: empirical studies from the field". Mathematics Education Research Journal, 29(2), 131-132. [More Information]
  • Durksen, T., Way, J., Bobis, J., Anderson, J., Skilling, K., Martin, A. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29(2), 163-181. [More Information]

2016

  • Bobis, J., Way, J., Anderson, J., Martin, A. (2016). Challenging teacher beliefs about student engagement in mathematics. Journal of Mathematics Teacher Education, 19(1), 33-55. [More Information]
  • Anderson, J. (2016). Inquiry-based learning. In G. Hine, R. Reaburn, J. Anderson, L. Galligan & C. Carmichael (Eds.), Teaching secondary mathematics, (pp. 117-145). Great Britain: Cambridge University Press.
  • Hine, G., Reaburn, R., Anderson, J., Galligan, L., Carmichael, C., Cavanagh, M., Ngu, B., White, B. (2016). Teaching secondary mathematics. Great Britain: Cambridge University Press.
  • Beswick, K., Anderson, J., Hurst, C. (2016). The Education and Development of Practising Teachers. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in Mathematics Education in Australasia 2012-2015, (pp. 329-352). Singapore: Springer. [More Information]
  • Little, J., Anderson, J. (2016). What factors support or inhibit secondary mathematics pre-service teachers' implementation of problem-solving tasks during professional experience? Asia-Pacific Journal of Teacher Education, 44(5), 504-521. [More Information]
  • Skilling, K., Bobis, J., Martin, A., Anderson, J., Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28(4), 545-566. [More Information]

2015

  • Martin, A., Way, J., Bobis, J., Anderson, J. (2015). Exploring the ups and downs of mathematics engagement in the middle years of school. The Journal of Early Adolescence, 35(2), 199-244. [More Information]
  • Lee, K., Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education. 38th annual conference of the Mathematics Education Research Group of Australasia (MERGA 2015), Sunshine Coast, Australia: MERGA.
  • Way, J., Reece, A., Bobis, J., Anderson, J., Martin, A. (2015). Improving student motivation and engagement in mathematics through one-to-one interactions. 38th annual conference of the Mathematics Education Research Group of Australasia (MERGA 2015), Sunshine Coast, Australia: MERGA. [More Information]
  • Way, J., Bobis, J., Anderson, J. (2015). Teacher representations of fractions as a key to developing their conceptual understanding. 39th Conference of the International Group for the Psychology of Mathematics Education (PME39), Hobart, Australia: Psychology of Mathematics Education (PME).
  • Taing, M., Bobis, J., Way, J., Anderson, J. (2015). Using metaphors to assess student motivation and engagement in mathematics. 39th Conference of the International Group for the Psychology of Mathematics Education (PME39), Hobart, Australia: Psychology of Mathematics Education (PME).
  • Anderson, J. (2015). What I have learnt about teaching mathematics from my students. Reflections, 40(4), 9-17.

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.
  • Anderson, J., Cavanagh, M., Prescott, A. (2014). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Sydney: MERGA.
  • Anderson, J. (2014). Forging new opportunities for problem solving in Australian mathematics classrooms through the first national mathematics curriculum. In Yeping Li, Glenda Lappan (Eds.), Mathematics curriculum in school education, (pp. 209-229). Dordrecht: Springer. [More Information]
  • Lee, K., Anderson, J. (2014). Who is really interested in mathematics: An investigation of lower secondary students' mathematical role models. Curriculum in Focus: Research guided practice. 37th annual conference of the Mathematics Education Research Group of Australasia, Sydney: MERGA.

2013

  • Hendry, G., Anderson, J. (2013). Helping students understand the standards of work expected in an essay: Using exemplars in mathematics pre-service education classes. Assessment and Evaluation in Higher Education, 38(6), 754-768. [More Information]
  • Anderson, J. (2013). Problem solving and reasoning in Stage 3: What does it look like in the new NSW syllabus? In C. Attard & A. L. White (Eds.), Creativity and mathematics: Release your mathimagination!, (pp. 5-12). NSW: The Mathematical Association of New South Wales (MANSW) Inc.
  • 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]
  • Zuber, E., Anderson, J. (2013). The initial response of secondary mathematics teachers to a one-to-one laptop program. Mathematics Education Research Journal, 25(2), 279-298. [More Information]

2012

  • Chambers, B., Anderson, J., Waugh, F., Markauskaite, L., Barnes, J. (2012). Investigating inclusion and exclusion reasons for student attrition in first year at university. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Anderson, J., White, P., Wong, M. (2012). Mathematics curriculum in the schooling years. In B. Perry, T. Lowrie, T. Logan, A. MacDonald and J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008-2011, (pp. 219-244). Rotterdam: Sense Publishers. [More Information]
  • White, P., Anderson, J. (2012). Pressure to perform: reviewing the use of data through professional learning conversations. Mathematics Teacher Education and Development, 14(1), 60-77.
  • Lee, K., Anderson, J. (2012). Secondary students' mathematics homework beliefs and behaviours: a pilot study. Curriculum Perspectives, 32(3), 48-60.
  • 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]
  • Anderson, J. (2011). Implementing problem solving in Australian classrooms: Addressing students' and teachers' beliefs. 23rd Biennial Conference of the Australian Association of Mathematics Teachers and 34th Annual Conference of the Mathematics Education Research Group of Australasia (AAMT/MERGA 2011), Adelaide, Australia: The Australian Association of Mathematics Teachers (AAMT) Inc.
  • 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]
  • White, P., Anderson, J. (2011). Teachers' use of national test data to focus numeracy instruction. 23rd Biennial Conference of the Australian Association of Mathematics Teachers and 34th Annual Conference of the Mathematics Education Research Group of Australasia (AAMT/MERGA 2011), Adelaide, Australia: The Australian Association of Mathematics Teachers (AAMT) Inc.
  • 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.

2010

  • Lo, W., Anderson, J. (2010). Beyond the Curriculum: The Mathematical Beliefs of Pre-service Primary Teachers in Hong Kong. 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).
  • Anderson, J. (2010). Collaborative problem solving as modelling in the primary years of schooling. In Kaur, B and Dindyal, J (Eds.), Mathematical Applications and Modelling: Yearbook 2010, Association of Mathematics Educators, (pp. 78-93). Singapore: World Scientific Publishing.
  • Hoban, G., Herrington, T., Kervin, L., Ewing, R., Anderson, J., Smith, D. (2010). Final Report of Evaluative Inquiry into the Sustainability of Professional Learning through School-Based Action Learning. In Anne Campbell, Susan Groundwater-Smith (Eds.), Action Research in Education, (pp. 103-120). Los Angeles: Sage Publications.
  • White, P., Anderson, J., Harte, J. (2010). NAPLAN: A springboard for improving numeracy learning outcomes. Reflections, 35(1), 16-19.
  • Anderson, J. (2010). Problem solving in the Australian mathematics curriculum: What have we learnt from other countries? Curriculum Leadership, 8(1).
  • 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.

2009

  • Smith, D., Anderson, J. (2009). Communicating with adolescents: Through the middle years of schooling. In Higgs, Joy; Ewing, Robyn; Lowrie, Tom (Eds.), Teaching & Communicating:Rethinking Professional Experiences, (pp. 197-206). Melbourne, Australia: Oxford University Press.
  • Hayes, D., Ewing, R., Armstrong, A., Anderson, J., Wheeler, M., Smith, D., Duncan, D. (2009). Leading Quality Professional Learning: Final report and evaluation overview, (pp. 4 - 75). Sydney, Australia: The University of Sydney.
  • Anderson, J. (2009). Mathematics Curriculum Development and the Role of Problem Solving. Australian Curriculum Studies Association National Biennial Conference ACSA 2009, Australia: Australian Curriculum Studies Association.
  • Anderson, J. (2009). Using NAPLAN Items to Develop Students' Thinking Skills and Build Confidence. 22nd Biennial Conference of the Australian Association of Mathematics Teachers Inc. 2009, Australia: Australian Association of Mathematics Teachers.

2008

  • 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.
  • 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.
  • Anderson, J. (2008). Teachers' motivation to attend voluntary professional development in K-10 mathematics. 31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31), Brisbane: MERGA.

2007

  • Anderson, J. (2007). Learning difficulties in middle years mathematics: Teaching approaches to support learning and engagement. Twenty-first biennial conference of The Australian Association of Mathematics Teachers. (AAMT 2007), Adelaide, Australia: Australian Association of Mathematics Teachers.
  • Anderson, J., Wong, M. (2007). Teaching Common Fractions in Primary School: Teachers' Reactions to a New Curriculum. AARE's 36th Annual International Education Research Conference - Adelaide 2006, Melbourne: Australian Association for Research in Education (AARE).

2006

  • Anderson, J., Moore, M. (2006). Evaluating the Professional Learning of Secondary Mathematics Teachers: Reflecting on their Reflections!. AARE International Education Research Conference 2005, Australia: Australian Association for Research in Education (AARE). [More Information]
  • 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

  • Ewing, R., Hoban, G., Herrington, T., Anderson, J., Smith, D., Kervin, L. (2005). Evaluative inquiry into the sustainability of professional learning through school-based action learning. Final report. [More Information]
  • Anderson, J. (2005). Implementing Problem Solving in Mathematics Classrooms: What Support do Teachers Want? Annual Conference of the Mathematics Education Research Group of Australasia - MERGA 28 - Building Connections: Theory, Research and Practice, Melbourne: Deakin University Press. [More Information]
  • Anderson, J. (2005). Reflecting on Implementing Problem-Solving Practices in Primary Mathematics: Two Teachers' Stories. 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.
  • 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.
  • Anderson, J., White, P., Sullivan, P. (2005). Using a schematic model to represent influences on, and relationships between, teachers' problem-solving beliefs and practices. Mathematics Education Research Journal, 17(2), 9-38.
  • Anderson, J. (2005). Working mathematically in NSW classrooms: An opportunity to implement quality teaching and learning. 20th Biennial Conference of the Australian Association of Mathematics Teachers: Making Mathematics Vital (2005), Sydney, Australia: AAMT.

2004

  • Anderson, J. (2004). Problem Solving In Learning And Teaching Mathematics. In Perry, B; Anthony, G and Diezmann (Eds.), Research in Mathematics Education in Australia, (pp. 127-150). Flaxton, QLD: Post Pressed.
  • Anderson, J. (2004). Programming the new syllabus for Years 7 and 8: A professional development opportunity. Reflections, 29(1), 33-40.
  • Anderson, J., Sullivan, P., White, P. (2004). The Influence Of Perceived Constraints On Teachers' Problem-Solving Beliefs and Practices. Mathematics Education for the Third Millennium: Towards 2010 27th Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia: MERGA.

2003

  • Anderson, J. (2003). Teachers' choice of tasks: a window into beliefs about the rold of problem solving in learning mathematics. Mathematics Education Research: Innovation, Networking, Opportunity, VIC: Deakin University.
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