People_

Professor Janette Bobis

SFHEA, BEd(Sydney), MEdAdmin(Hons)(UNSW), PhD(UNSW)

Professor of Mathematics Education

Phone

+61 2 93514536

Email

janette.bobis@sydney.edu.au

Address

A35 - Education Building

The University of Sydney

Websites

ORCID id

Motivation & Engagement in Mathematics: Video Presentation

Biographical details

Professor Janette Bobis is a mathematics educator and researcher in the Sydney School 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.

Research interests

Learning sciences; psychology of education

Learning, cognition and motivation

Research on teaching and learning

Mathematics and STEM teacher education and professional learning
Mathematics education

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

Current projects

Current Research Projects

Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks (EMC³) ARC Linkage in collaboration with Monash University (Prof. Peter Sullivan, Dr Ann Downton, Dr Sharyn Livy, & Dr James Russo) with partners - Catholic Education Parramatta Diocese & Catholic Education Melbourne. (LP180100611 funding $321,817 for 3 Years).

Leaders in Mathematics Education (LiME) in collaboration with A/Prof. Jenni Way & Dr Heather McMasters.

Getting the point: When tracing gestures support learning from a touchscreen-based lesson
in Collaboration with A/Prof. Paul Ginns. (FRSS funding $7,808)

Past Research Projects

Building Numeracy Leadership (BNL) Impact Analysis project. NSW Department of Education funded project: $30,000 (2018).

Early Years: Encouraging Persistence, Maintaining Challenge (EY: EPMC) in collaboration with Prof. Peter Sullivan, Dr Sharyn Livy, Dr Ann Downton, Dr James Russo, Melody McCormick.

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

Vice President Research, Mathematics Education Research Group of Australasia Inc. (2015-2018)
Associate Editor, Mathematics Teacher Education & Development [MTED], Journal of the Mathematics Education Research Group of Australasia. (2010-2012)
Editorial Board Member, Research in Mathematics Education[RME], a journal of the British Society for Research into Learning Mathematics [BSRLM]. Published by Taylor and Francis. 2017-current)
Editorial Board Member,Mathematics Education Research Journal[MERJ], Journal of the Mathematics Education Research Group of Australasia. (2005-2011) (2016-current)
Co-Editor Australian Primary Mathematics Classroom. (2004-2007)

Awards and honours

2018Supervisor of the Year Award, Sydney University Postgraduate Representative Association (SUPRA)
2017 Awarded Senior Fellowship of the Higher Education Academy, UK.
2016 Vice Chancellor's Award for Excellence in Teaching, Primary Mathematics Education Team Award.
2016 Excellence in Teaching Award, Faculty of Education and Social Work.
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

Themes

Learning sciences; psychology of education, Research on teaching and learning

Current research students

Project title	Research student
An investigation of secondary mathematics teachers’ implementation of challenging tasks	Michelle CHEUNG
We need to talk about 'the elephant in the room': understanding out-of-field mathematics teaching through a policy and multi-informant study.	Yasser MENESES ZEPEDA

Selected publications

Maths sequences for the early years:challenging children to reason mathematically

(Oxford University Press, 2023)

Research in Mathematics Education in Australasia 2016-2019

(Springer, 2020)

Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice

(ACER Press, 2013)

Mathematics for children: challenging children to think mathematically (4th edition)

(Pearson Education Australia, 2013)

Fractions: teaching for understanding

(Australian Association of Mathematics Teachers, 2011)

Mathematics for children: Challenging children to think mathematically

(Pearson Education, 2008)

Publications

By Type

Expand all

Books

Sullivan, P., Bobis, J., Downton, A., Livy, S., McCormick, M., Russo, J. (2023). Maths sequences for the early years:challenging children to reason mathematically. Online: Oxford University Press.
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., Attard, C., Anderson, J., Bobis, J., McMaster, H., Cartwright, K. (2020). Research in Mathematics Education in Australasia 2016-2019. Singapore: Springer.
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. (2024). Core practices that support learning to teach mathematics through a challenging problem-solving approach. In P. Grossman & U. Fraefel (Eds.), Core practices in teacher education: A global perspective. Cambridge, MA: Harvard Education Press.
Way, J., Cartwright, K., Bobis, J., Anderson, J., McMaster, H., Attard, C. (2024). Yesterday, today and tomorrow in mathematics education research. In C. Mesiti et al. (Eds.), Research in Mathematics Education in Australasia 2020-2023, (pp. 13-28). Singapore: Springer. [More Information]
Jameson, E., Bobis, J. (2023). Modelling curriculum reform: a system of agents, processes and objects. In Shimizu, Y. & Vithal, R. (Eds.), Mathematics curriculum reforms around the world, (pp. 431-443). Online: Springer Cham. [More Information]
Bobis, J., Tripet, K. (2023). Situating teacher learning in the mathematics classroom and everyday practice. In R. Tierney, F. Rizvi & K. Ercikan (Eds.), International encyclopedia of education (4th edition), (pp. 518-527). UK: Elsevier. [More Information]
Bobis, J., Kaur, B., Cartwright, K., Darragh, L. (2020). Teachers' Professional Learning and Development in Mathematics Education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016-2019, (pp. 117-146). Singapore: Springer. [More Information]
Sullivan, P., Bobis, J., Downton, A., Livy, S., Hughes, S., McCormick, M., Russo, J. (2020). Ways that relentless consistency and task variation contribute to teacher and student mathematics learning. In A. Coles (Eds.), For the Learning of Mathematics Monograph 1: Proceedings of a symposium on learning in honour of Laurinda Brown, (pp. 32-37). New Westminster: FLM.
Bobis, J. (2019). Facilitating Enactment in STEM Teacher Education Within and Across Learning Spaces. In P. Sengupta, M-C. Shanahan, B. Kim (Eds.), Critical, transdisciplinary and embodied approaches in STEM education, (pp. 233-249). Cham: Springer. [More Information]
Bobis, J., Way, J. (2018). Building connections between children's representations and their conceptual development in mathematics. In V. Kinnear, M. Y. Lai, T. Muir (Eds.), Forging connections in early mathematics teaching and learning, (pp. 55-72). Singapore: Springer. [More Information]
Bobis, J., Ewing, R. (2017). Transforming educational practice through action research: Three Australian examples. In L. L. Rowell, C. D. Bruce, J. M. Shosh, M. M. Riel (Eds.), The Palgrave International Handbook of Action Research, (pp. 345-361). New York: Palgrave Macmillan. [More Information]
Way, J., Bobis, J., Lamb, J., Higgins, J. (2016). Researching curriculum, policy and leadership in mathematics education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in Mathematics Education in Australasia 2012-2015, (pp. 49-71). Singapore: Springer. [More Information]
Moss, J., Bruce, C., Bobis, J. (2016). Young children's access to powerful mathematics ideas: A review of current challenges and new developments in the early years. In L. D. English & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education (3rd ed.), (pp. 153-190). New York: Routledge. [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 and J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008-2011, (pp. 313-341). 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]
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.

show 17 more

Journals

McMaster, H., Way, J., Bobis, J. (2024). Conceptualisation of an undergraduate primary mathematics specialisation. Mathematics Teacher Education and Development, 26(1).
Russo, J., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2023). Characteristics of high enjoyment teachers of mathematics in primary schools. Mathematics Education Research Journal, 35, 1-21. [More Information]
Downton, A., Russo, J., Hughes, S., Bobis, J., Livy, S., Sullivan, P. (2022). From confusion to clarity: Two early years teachers' remote learning experience. International Electronic Journal of Elementary Education, 14(4), 475-489. [More Information]
Russo, J., Corovic, E., Hubbard, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2022). Generalist primary school teachers' preferences for becoming subject matter specialists. Australian Journal of Teacher Education, 47(7), 38-57. [More Information]
Smyrnis, E., Ginns, P., Bobis, J. (2022). Mimicking tracing actions enhances young children's mathematical learning. Applied Cognitive Psychology, 36(6), 1356-1364. [More Information]
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Russo, J. (2021). An instructional model to support planning and teaching student centred structured inquiry lessons. Australian Primary Mathematics Classroom, 26(1), 9-12.
Russo, J., Bobis, J., Sullivan, P. (2021). Editorial-Differentiating Instruction in Mathematics. Mathematics Teacher Education and Development, 23(3), 1-5.
Bobis, J., Russo, J., Downton, A., Feng, M., Livy, S., McCormick, M., Sullivan, P. (2021). Instructional moves that increase chances of engaging all students in learning mathematics. Mathematics, 9(6), 582. [More Information]
Russo, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2), 1-13. [More Information]
Skilling, K., Bobis, J., Martin, A. (2021). The "ins and outs" of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33, 469-493. [More Information]
Bobis, J., Khosronejad, M., Way, J., Anderson, J. (2020). "Sage on the stage" or "meddler in the middle": Shifting mathematics teachers' identities to support student engagement. Journal of Mathematics Teacher Education, 23(6), 615-632. [More Information]
Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S., McCormick, M., Russo, J. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian Primary Mathematics Classroom, 25(2), 3-7.
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2020). Elementary teachers' beliefs on the role of struggle in the mathematics classroom. The Journal of Mathematical Behavior, 58, 1-11. [More Information]
Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88, 1-9. [More Information]
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2020). Students who surprise teachers when learning mathematics through problem solving in the early primary years. International Journal of Innovation in Science and Mathematics Education, 28(3), 14-23. [More Information]
Zhang, D., Bobis, J., Wu, X., Cui, Y. (2020). The effects of an autonomy-supportive teaching intervention on Chinese physics students and their teacher. Research in Science Education, 50(2), 645-671. [More Information]
Wei, D., Zhang, D., He, J., Bobis, J. (2020). The impact of perceived teachers' autonomy support on students' mathematics achievement: Evidences based on latent growth curve modelling. European Journal of Psychology of Education, 35(3), 703-725. [More Information]
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Russo, J. (2020). Threats and opportunities in remote learning of mathematics: Implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. [More Information]
Ginns, P., Hu, F., Bobis, J. (2020). Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load. Applied Cognitive Psychology, 34(6), 1522-1529. [More Information]
Sullivan, P., Bobis, J., Downton, A., Livy, S., Hughes, S., McCormick, M., Russo, J. (2019). Dilemmas in suggesting mathematics representations to students. Australian Primary Mathematics Classroom, 24(4), 36-40.
Livy, S., Bobis, J., Downton, A., Hughes, S., McCormick, M., Russo, J., Sullivan, P. (2019). Exploring spatial reasoning in the early years: Effective pedagogical approaches. Australian Primary Mathematics Classroom, 24(2), 26-32.
Collie, R., Martin, A., Bobis, J., Way, J., Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39(4), 489-509. [More Information]
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2019). Teaching with challenging tasks in the first years of school: What are the obstacles and how can teachers overcome them? Australian Primary Mathematics Classroom, 24(1), 11-18.
Smyrnis, E., Ginns, P., Bobis, J. (2018). Mirror mirror: A strategy to enhance mathematical learning. iNK: the professional journal of International Grammar School, 1, 15-18.
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]
Way, J., Bobis, J. (2017). The literacy of mathematics. PETAA Paper, 208. [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]
Ginns, P., Hu, F., Byrne, E., Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30(2), 160-169. [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]
Hu, F., Ginns, P., Bobis, J. (2015). Getting the point: Tracing worked examples enhances learning. Learning and Instruction, 35, 85-93. [More Information]
Hu, F., Ginns, P., Bobis, J. (2014). Does tracing worked examples enhance geometry learning? Australian Journal of Educational and Developmental Psychology, 14, 45-49.
Maasepp, B., Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, 16(2), 89-107.
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. 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. 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? 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? 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 fÃ¼r Padagogische 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. [More Information]
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.

show 58 more

Conferences

Bobis, J. (2024). A deep dive into mathematics education research in search of significance. Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia, Gold Coast: MERGA.
Loughland, C., Bobis, J., Way, J. (2024). Primary students' responses to a cognitive activation lesson. Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia, Gold Coast: MERGA.
Feng, M., Bobis, J., Reid O'Connor, B., Way, J. (2023). Enjoyable mathematics lessons can be contagious. Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving mathematics education from all perspectives, Newcastle: MERGA.
Tran, T., Bobis, J. (2023). Primary pre-service teachers' beliefs about challenging mathematical tasks. Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving mathematics education from all perspectives, Newcastle: MERGA.
Hopkins, S., Russo, J., Bobis, J. (2023). Why many children persist with counting. The 46th Conference of the International Group for the Psychology of Maths Education, Online: International Group for the Psychology of Maths Education.
Livy, S., Bobis, J., Corovic, E., Feng, M. (2022). Changing teacher practices: A "slow burn" or rapid with "big shifts". 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]
Downton, A., Bobis, J. (2022). The nature of leadership and other support that facilitate innovation and improvement in teacher practice. 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]
Russo, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2022). Using enabling and extending prompts in the early primary years when teaching with sequences of challenging mathematical tasks. 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]
Bobis, J., Nguyen, J., McMaster, H. (2021). Exploring the 'high' and 'low' points in primary preservice teachers' mathematics-related identities. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Cartwright, K., Bobis, J., Way, J. (2021). Investigating students' drawings as a representational mode of mathematical fluency. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Livy, S., Bobis, J., Downton, A., McCormick, M., Russo, J., Sullivan, P. (2021). Teacher actions for consolidating learning in the early years. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Tripet, K., Bobis, J. (2021). The construction of classroom mathematical practices that support student learning of multi-digit multiplication. 44th Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen: PME.
Bobis, J., Tregoning, M. (2019). "The task is not the challenge": Changing teachers' practices to support student struggle in mathematics. 2019 Annual conference of the Mathematics Education Research Group of Australasia (MERGA 42), Perth: MERGA.
Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., Sullivan, P. (2019). Changing teacher practices while teaching with challenging tasks. 43rd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 43), Pretoria: PME. [More Information]
Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., Sullivan, P. (2018). Curriculum documentation and the development of effective sequences of learning experiences. ICMI STUDY 24, Tsukuba: International Commission on Mathematical Instruction. [More Information]
McMaster, H., Way, J., Bobis, J., Beswick, K. (2018). Principals' perceptions and expectations of primary teachers with a specialisation in mathematics. 2018 Annual conference of the Mathematics Education Research Group of Australasia (MERGA 41), Adelaide: MERGA. [More Information]
Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.
Abu Bakar, K., Way, J., Bobis, J. (2016). Young children's drawings in problem solving. 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2016), Adelaide: 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).
Skilling, K., Bobis, J., Martin, A. (2015). The engagement of students with high and low achievement levels in mathematics. 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.
Bobis, J., Bruce, C., McAteer, M. (2014). Professional learning through collaborative action research in mathematics: Three perspectives, three nations. 2014 Conference of the Action Research Network of the Americas (ARNA), Bethlehem, USA: ARNA. [More Information]
Hu, F., Ginns, P., Bobis, J. (2013). A helping hand in geometry learning: Does haptic tracing promote learning from worked examples? EARLI Biennial Conference, 2013, Munich.
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.

show 41 more

Report

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

Other

Bobis, J. (2022), Tasks that challenge and engage all students | Mathematical Association of NSW [MANSW] Primary and Middle Years PAMphlet No. 97.

Research Reports

Bobis, J. (2019). Report of the Building Numeracy Leadership in Early Action for Success Schools Impact Analysis Study, (pp. 3 - 68). Sydney, Australia: New South Wales Department of Education. [More Information]
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, (pp. 1 - 39). Deakin, ACT, Australia: Australian Association for Research in Education (AARE). [More Information]
Bobis, J. (2009). Count Me In Too: The Learning Framework In Number and its Impact on Teacher Knowledge and Pedagogy, SCIS: 1415054, (pp. 1 - 57). Sydney, Australia: NSW Department of Education and Training. [More Information]

By Year

Expand all

2024

Bobis, J. (2024). A deep dive into mathematics education research in search of significance. Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia, Gold Coast: MERGA.
McMaster, H., Way, J., Bobis, J. (2024). Conceptualisation of an undergraduate primary mathematics specialisation. Mathematics Teacher Education and Development, 26(1).
Bobis, J. (2024). Core practices that support learning to teach mathematics through a challenging problem-solving approach. In P. Grossman & U. Fraefel (Eds.), Core practices in teacher education: A global perspective. Cambridge, MA: Harvard Education Press.
Loughland, C., Bobis, J., Way, J. (2024). Primary students' responses to a cognitive activation lesson. Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia, Gold Coast: MERGA.
Way, J., Cartwright, K., Bobis, J., Anderson, J., McMaster, H., Attard, C. (2024). Yesterday, today and tomorrow in mathematics education research. In C. Mesiti et al. (Eds.), Research in Mathematics Education in Australasia 2020-2023, (pp. 13-28). Singapore: Springer. [More Information]

show 2 more

2023

Russo, J., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2023). Characteristics of high enjoyment teachers of mathematics in primary schools. Mathematics Education Research Journal, 35, 1-21. [More Information]
Feng, M., Bobis, J., Reid O'Connor, B., Way, J. (2023). Enjoyable mathematics lessons can be contagious. Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving mathematics education from all perspectives, Newcastle: MERGA.
Sullivan, P., Bobis, J., Downton, A., Livy, S., McCormick, M., Russo, J. (2023). Maths sequences for the early years:challenging children to reason mathematically. Online: Oxford University Press.
Jameson, E., Bobis, J. (2023). Modelling curriculum reform: a system of agents, processes and objects. In Shimizu, Y. & Vithal, R. (Eds.), Mathematics curriculum reforms around the world, (pp. 431-443). Online: Springer Cham. [More Information]
Tran, T., Bobis, J. (2023). Primary pre-service teachers' beliefs about challenging mathematical tasks. Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia: Weaving mathematics education from all perspectives, Newcastle: MERGA.
Bobis, J., Tripet, K. (2023). Situating teacher learning in the mathematics classroom and everyday practice. In R. Tierney, F. Rizvi & K. Ercikan (Eds.), International encyclopedia of education (4th edition), (pp. 518-527). UK: Elsevier. [More Information]
Hopkins, S., Russo, J., Bobis, J. (2023). Why many children persist with counting. The 46th Conference of the International Group for the Psychology of Maths Education, Online: International Group for the Psychology of Maths Education.

show 4 more

2022

Livy, S., Bobis, J., Corovic, E., Feng, M. (2022). Changing teacher practices: A "slow burn" or rapid with "big shifts". 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]
Downton, A., Russo, J., Hughes, S., Bobis, J., Livy, S., Sullivan, P. (2022). From confusion to clarity: Two early years teachers' remote learning experience. International Electronic Journal of Elementary Education, 14(4), 475-489. [More Information]
Russo, J., Corovic, E., Hubbard, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2022). Generalist primary school teachers' preferences for becoming subject matter specialists. Australian Journal of Teacher Education, 47(7), 38-57. [More Information]
Smyrnis, E., Ginns, P., Bobis, J. (2022). Mimicking tracing actions enhances young children's mathematical learning. Applied Cognitive Psychology, 36(6), 1356-1364. [More Information]
Bobis, J. (2022), Tasks that challenge and engage all students | Mathematical Association of NSW [MANSW] Primary and Middle Years PAMphlet No. 97.
Downton, A., Bobis, J. (2022). The nature of leadership and other support that facilitate innovation and improvement in teacher practice. 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]
Russo, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2022). Using enabling and extending prompts in the early primary years when teaching with sequences of challenging mathematical tasks. 2022 Annual conference of the Mathematics Education Research Group of Australasia: MERGA 44 Mathematical confluences and journeys, Launceston: MERGA. [More Information]

show 4 more

2021

Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Russo, J. (2021). An instructional model to support planning and teaching student centred structured inquiry lessons. Australian Primary Mathematics Classroom, 26(1), 9-12.
Russo, J., Bobis, J., Sullivan, P. (2021). Editorial-Differentiating Instruction in Mathematics. Mathematics Teacher Education and Development, 23(3), 1-5.
Bobis, J., Nguyen, J., McMaster, H. (2021). Exploring the 'high' and 'low' points in primary preservice teachers' mathematics-related identities. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Bobis, J., Russo, J., Downton, A., Feng, M., Livy, S., McCormick, M., Sullivan, P. (2021). Instructional moves that increase chances of engaging all students in learning mathematics. Mathematics, 9(6), 582. [More Information]
Cartwright, K., Bobis, J., Way, J. (2021). Investigating students' drawings as a representational mode of mathematical fluency. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Russo, J., Bobis, J., Downton, A., Livy, S., Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2), 1-13. [More Information]
Livy, S., Bobis, J., Downton, A., McCormick, M., Russo, J., Sullivan, P. (2021). Teacher actions for consolidating learning in the early years. 43rd MERGA Conference 2021, Singapore: MERGA. [More Information]
Skilling, K., Bobis, J., Martin, A. (2021). The "ins and outs" of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 33, 469-493. [More Information]
Tripet, K., Bobis, J. (2021). The construction of classroom mathematical practices that support student learning of multi-digit multiplication. 44th Conference of the International Group for the Psychology of Mathematics Education, Khon Kaen: PME.

show 6 more

2020

Bobis, J., Khosronejad, M., Way, J., Anderson, J. (2020). "Sage on the stage" or "meddler in the middle": Shifting mathematics teachers' identities to support student engagement. Journal of Mathematics Teacher Education, 23(6), 615-632. [More Information]
Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S., McCormick, M., Russo, J. (2020). Characteristics of learning environments in which students are open to risk taking and mistake making. Australian Primary Mathematics Classroom, 25(2), 3-7.
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2020). Elementary teachers' beliefs on the role of struggle in the mathematics classroom. The Journal of Mathematical Behavior, 58, 1-11. [More Information]
Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88, 1-9. [More Information]
Way, J., Attard, C., Anderson, J., Bobis, J., McMaster, H., Cartwright, K. (2020). Research in Mathematics Education in Australasia 2016-2019. Singapore: Springer.
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2020). Students who surprise teachers when learning mathematics through problem solving in the early primary years. International Journal of Innovation in Science and Mathematics Education, 28(3), 14-23. [More Information]
Bobis, J., Kaur, B., Cartwright, K., Darragh, L. (2020). Teachers' Professional Learning and Development in Mathematics Education. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster & K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016-2019, (pp. 117-146). Singapore: Springer. [More Information]
Zhang, D., Bobis, J., Wu, X., Cui, Y. (2020). The effects of an autonomy-supportive teaching intervention on Chinese physics students and their teacher. Research in Science Education, 50(2), 645-671. [More Information]
Wei, D., Zhang, D., He, J., Bobis, J. (2020). The impact of perceived teachers' autonomy support on students' mathematics achievement: Evidences based on latent growth curve modelling. European Journal of Psychology of Education, 35(3), 703-725. [More Information]
Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., Russo, J. (2020). Threats and opportunities in remote learning of mathematics: Implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551-559. [More Information]
Ginns, P., Hu, F., Bobis, J. (2020). Tracing enhances problem‐solving transfer, but without effects on intrinsic or extraneous cognitive load. Applied Cognitive Psychology, 34(6), 1522-1529. [More Information]
Sullivan, P., Bobis, J., Downton, A., Livy, S., Hughes, S., McCormick, M., Russo, J. (2020). Ways that relentless consistency and task variation contribute to teacher and student mathematics learning. In A. Coles (Eds.), For the Learning of Mathematics Monograph 1: Proceedings of a symposium on learning in honour of Laurinda Brown, (pp. 32-37). New Westminster: FLM.

show 9 more

2019

Bobis, J., Tregoning, M. (2019). "The task is not the challenge": Changing teachers' practices to support student struggle in mathematics. 2019 Annual conference of the Mathematics Education Research Group of Australasia (MERGA 42), Perth: MERGA.
Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., Sullivan, P. (2019). Changing teacher practices while teaching with challenging tasks. 43rd Annual Conference of the International Group for the Psychology of Mathematics Education (PME 43), Pretoria: PME. [More Information]
Sullivan, P., Bobis, J., Downton, A., Livy, S., Hughes, S., McCormick, M., Russo, J. (2019). Dilemmas in suggesting mathematics representations to students. Australian Primary Mathematics Classroom, 24(4), 36-40.
Livy, S., Bobis, J., Downton, A., Hughes, S., McCormick, M., Russo, J., Sullivan, P. (2019). Exploring spatial reasoning in the early years: Effective pedagogical approaches. Australian Primary Mathematics Classroom, 24(2), 26-32.
Bobis, J. (2019). Facilitating Enactment in STEM Teacher Education Within and Across Learning Spaces. In P. Sengupta, M-C. Shanahan, B. Kim (Eds.), Critical, transdisciplinary and embodied approaches in STEM education, (pp. 233-249). Cham: Springer. [More Information]
Collie, R., Martin, A., Bobis, J., Way, J., Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39(4), 489-509. [More Information]
Bobis, J. (2019). Report of the Building Numeracy Leadership in Early Action for Success Schools Impact Analysis Study, (pp. 3 - 68). Sydney, Australia: New South Wales Department of Education. [More Information]
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Sullivan, P. (2019). Teaching with challenging tasks in the first years of school: What are the obstacles and how can teachers overcome them? Australian Primary Mathematics Classroom, 24(1), 11-18.

show 5 more

2018

Bobis, J., Way, J. (2018). Building connections between children's representations and their conceptual development in mathematics. In V. Kinnear, M. Y. Lai, T. Muir (Eds.), Forging connections in early mathematics teaching and learning, (pp. 55-72). Singapore: Springer. [More Information]
Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J., Sullivan, P. (2018). Curriculum documentation and the development of effective sequences of learning experiences. ICMI STUDY 24, Tsukuba: International Commission on Mathematical Instruction. [More Information]
Smyrnis, E., Ginns, P., Bobis, J. (2018). Mirror mirror: A strategy to enhance mathematical learning. iNK: the professional journal of International Grammar School, 1, 15-18.
McMaster, H., Way, J., Bobis, J., Beswick, K. (2018). Principals' perceptions and expectations of primary teachers with a specialisation in mathematics. 2018 Annual conference of the Mathematics Education Research Group of Australasia (MERGA 41), Adelaide: MERGA. [More Information]

show 1 more

2017

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]
Way, J., Bobis, J. (2017). The literacy of mathematics. PETAA Paper, 208. [More Information]
Bobis, J., Ewing, R. (2017). Transforming educational practice through action research: Three Australian examples. In L. L. Rowell, C. D. Bruce, J. M. Shosh, M. M. Riel (Eds.), The Palgrave International Handbook of Action Research, (pp. 345-361). New York: Palgrave Macmillan. [More Information]

2016

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.
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]
Ginns, P., Hu, F., Byrne, E., Bobis, J. (2016). Learning by tracing worked examples. Applied Cognitive Psychology, 30(2), 160-169. [More Information]
Way, J., Bobis, J., Lamb, J., Higgins, J. (2016). Researching curriculum, policy and leadership in mathematics education. In K. Makar, S. Dole, J. Visnovska, M. Goos, A. Bennison, K. Fry (Eds.), Research in Mathematics Education in Australasia 2012-2015, (pp. 49-71). Singapore: Springer. [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]
Moss, J., Bruce, C., Bobis, J. (2016). Young children's access to powerful mathematics ideas: A review of current challenges and new developments in the early years. In L. D. English & D. Kirshner (Eds.), Handbook of International Research in Mathematics Education (3rd ed.), (pp. 153-190). New York: Routledge. [More Information]
Abu Bakar, K., Way, J., Bobis, J. (2016). Young children's drawings in problem solving. 39th Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 2016), Adelaide: MERGA.

show 4 more

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]
Hu, F., Ginns, P., Bobis, J. (2015). Getting the point: Tracing worked examples enhances learning. Learning and Instruction, 35, 85-93. [More Information]
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).
Skilling, K., Bobis, J., Martin, A. (2015). The engagement of students with high and low achievement levels in mathematics. 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).

show 3 more

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.
Bobis, J., Bruce, C., McAteer, M. (2014). Professional learning through collaborative action research in mathematics: Three perspectives, three nations. 2014 Conference of the Action Research Network of the Americas (ARNA), Bethlehem, USA: ARNA. [More Information]
Maasepp, B., Bobis, J. (2014). Prospective primary teachers' beliefs about mathematics. Mathematics Teacher Education and Development, 16(2), 89-107.

show 1 more

2013

Hu, F., Ginns, P., Bobis, J. (2013). A helping hand in geometry learning: Does haptic tracing promote learning from worked examples? EARLI Biennial Conference, 2013, Munich.
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. 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. 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? 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? Australian Educational Researcher, 40(4), 473-492. [More Information]

show 5 more

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, (pp. 1 - 39). Deakin, ACT, Australia: Australian Association for Research in Education (AARE). [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 and J. Greenlees (Eds.), Research in Mathematics Education in Australasia 2008-2011, (pp. 313-341). Rotterdam: Sense Publishers. [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.

show 1 more

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 fÃ¼r Padagogische 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.

show 4 more

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.

show 1 more

2009

Bobis, J. (2009). Count Me In Too: The Learning Framework In Number and its Impact on Teacher Knowledge and Pedagogy, SCIS: 1415054, (pp. 1 - 57). Sydney, Australia: NSW Department of Education and Training. [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).

show 1 more

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.

show 2 more

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.

show 1 more

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. [More Information]
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.

show 2 more

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.

show 1 more

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.

show 1 more

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.

Selected Grants

2021

Understanding and Building the Strengths and Skills of Non-Specialist Mathematics Teachers and Schools Capacities for Junior Secondary Mathematics, Watt H, Bobis J, Anderson J, Holmes K, Richardson P, Department of Education (NSW)/Strategic Research Fund

2019

Exploring mathematical sequences of connected cumulative challenging tasks, Bobis J, Sullivan P, Downton A, Livy S, Russo J, Australian Research Council (ARC)/Linkage Projects (LP)

2017

Understanding and facilitating learning in emerging knowledge co-creation spaces, Markauskaite L, Reimann P, Goodyear P, Pardo A, Kay J, Shaw T, Poronnik P, Bobis J, Way J, Simpson A, Sutherland L, Curwood J, Jacobson M, Bartimote K, Yacef K, Koprinska I, Calvo R, DVC Research/Sydney Research Excellence Initiative 2020 (SREI)
AITSL - TPA Grant - University of Melbourne Consortium - Assessment for Graduate Teaching, Mayer D, Tognolini J, Simpson A, Cotton W, Talbot D, Bobis J, Brownlee P, Australian Institute for Teaching and School Leadership (AITSL)/Teaching Performance Assessment Grant Program

2013

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

2011

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)
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, Anderson J, Bobis J, Fraser A, Martin A, O'Grady S, Way J, Australian Research Council (ARC)/Linkage Projects (LP)

2006

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)

2004

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

2003

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, Anderson J, Bobis J, DVC Research/Research and Development Scheme: Research and Development (R&D)

2001

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
The Mathematical knowledge, beliefs & practices of preservice primary teachers, Aldridge S, Bobis J, University of Sydney/Seed Funding Grant
Development of Accreditation CD for CMIT, Bobis J, Way J, NSW Department of Education and Training (NSWDET)/Research Grant

2000

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

Faculty of Arts and Social Sciences

Page not found

Professor Janette Bobis

Selected publications

Publications

By Type

By Year

Selected Grants

2021

2019

2017

2013

2011

2008

2006

2004

2003

2001

2000

In the media

Related research articles

Forum engages research partners to underscore commitment to social good