About Associate Professor Janette Bobis

I am intrigued by and dedicated to determining how students’ learning in mathematics can be enhanced through maximising teacher knowledge of the subject.

Associate Professor Janette Bobis is a mathematics educator with research expertise in early childhood, primary and early secondary schooling, focusing on teacher professional learning and the implications for student achievement and engagement.

Associate Professor Bobis has made extensive contributions to the understanding of teacher knowledge and learning, children’s cognition in arithmetic ('number') and the impact of teaching on student achievement in mathematics. Her research into visualisation in the development of children’s early number knowledge has had significant and sustained impact on early number research and curricula. A program of research into teacher knowledge and learning has provided new insights into what makes professional development effective.

Selected publications

  • Bobis, J. Mulligan, J. & Lowrie, T. Mathematics for Children: Challenging Children to Think Mathematically 3rd edn., Sydney: Pearson Education.
  • Bobis, J. 'Early spatial thinking and the development of number sense', Australian Primary Mathematics Classroom 13(3), 4–9.
  • Anderson, J., Bobis, J. & Way, J. 'Teachers as learners: Building knowledge in and through the practice of teaching mathematics'. In H. Forgaz, A. Barkatasas, A. Bishop, B. Clarke, S. Keast, W. T. Seah, P. Sullivan & S. Willis (Eds), Research in Mathematics Education in Australasia 20042007, (pp. 313–35), Rotterdam: SENSE Publishers.
  • Bobis, J. 'The empty number line: A useful tool for mental computation or just another procedure?', Teaching Children Mathematics 13(8), 410–13.
  • Bobis, J., Clarke, B., Clarke, D., Thomas, G., Wright, R., Young-Loveridge, J. & Gould, P. 'Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases', Mathematics Education Research Journal 16(3), 27–57.
  • Bobis, J. 'Number sense and the professional development of teachers'. In A. McIntosh & L. Sparrow (Eds), Beyond Written Computation, (pp. 160–70), Perth: MASTEC.
  • Handal, B., & Bobis, J. 'Instructional styles in the teaching of mathematics thematically'. In D. Burghes & T. Szalontai (Eds), International Research Monograph 1, (pp. 77–86), Exeter: Kluwer.
  • Bobis, J. 'Is school ready for my child?', Australian Primary Mathematics Classroom 7(4), 4–8.
  • Bobis, J. 'Partnerships with practising teachers: Action research in practice'.  In N. Ellerton (Ed.), Current Issues in Mathematics Education (pp. 18-38), Perth: MASTEC.
  • Bobis, J. 'Visualisation and the development of number sense with kindergarten children'.  In J. Mulligan and M. Mitchelmore (Eds), Children's Number Learning (pp. 17–33), Adelaide: AAMT.