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Associate Professor Janette Bobis

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

Associate Professor, Mathematics Education

Email:

Phone: +61 2 9351 4536

Fax: +61 2 9351 2606

Building.Room: A35.807

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation

Research on teaching and learning

  • Mathematics and science
  • Teacher education and professional learning

Keywords

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


Professional biography

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

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

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

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


Awards

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

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

  • Teaching Improvement and Equipment Scheme (TIES) University of Sydney, 2007, ($35,800). The development of a communication platform to enhance blended learning using IP based video-conferencing capabilities.

  • Citation for Outstanding Contributions to Student Learning 2007, Carrick Australian Award for University Teaching

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

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

  • Australian Commonwealth Postgraduate Research Award 1990–92, University of New South Wales

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

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


Professional and community roles

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

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

  • Associate Editor, Mathematics Teacher Education & Development [MTED], Journal of the Mathematics Education Research Group of Australasia.

     


Current projects

  • 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.
  • Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice. Funded by the National Centre of Science, Information Technology, and Mathematics Education in Rural and Regional Australia (SiMERR) and working in collaboration with Dr Robert Hunting, B. Doig, Prof. L. English, A/Prof. J. Mousley, A/Prof. J. Mulligan, Dr M. Papic, C. Pearn, Prof. R. Perry, Dr J. Robbins, Prof. R. Wright, B., & A/Prof. J. Young-Loveridge.
  • 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.

Current research students

Project title Degree Research student
The mathematical knowledge and beliefs of pre-service primary teachers in Hong Kong. (Associate supervisor) PhD Wing Yee Lo
Motivation and engagement in mathematics: the transition from primary to secondary school. PhD Karen Skilling
Developing computational fluency in multi-digit multiplication. EdD Kristen Tripet
Chinese background gifted and talented students in NSW selective high schools. PhD Xue Feng Zhang
Embodying Cognitive Load Theory: Does Gesturing Enhance Learning Through Mathematics Worked Examples? (Associate supervisor) PhD Fang-Tzu (Agnes) Hu
Teachers' Conceptual Understandings of Mathematics PhD Christine Mae

Selected publications

Books

  • Bobis, J., Mulligan, J., Lowrie, T. (2013). Mathematics for children: Challenging children to think mathematically. (4th ed.), Sydney: Pearson Education.
  • Hunting, R., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., Papic, M., Pearn, C., Perry, B., Robbins, J., & Young-Loveridge, J. (2013). Research report: Mathematical thinking in preschool children in rural and regional Australia: Research and practice. Camberwell: ACER Press.
  • Way, J. & Bobis, J. (Eds.). (2011). Fractions: Teaching for Understanding. Adelaide: Australian Association of Mathematics Teachers.

Book chapters

  • Bobis, J., Higgins, J., Cavanagh, M., & Roche, A. (2012). Professional knowledge of practising teachers of mathematics. In J. Greenlees, T. Logan, T. Lowrie, A. MacDonald, & B. Perry (Ed.), Review of Australasian Mathematics Education Research: 2008-2011 Rotterdam: SENSE.
  • Bobis, J., Anderson, J., Martin, A., & Way, J. (2011). A model for mathematics instruction to enhance student motivation and engagement. In D. Brahier (Ed.), Motivation and Disposition: Pathways to Learning Mathematics, National Council of Teachers of Mathematics Seventy-third Yearbook (2011) (pp. 31–42), Reston,Va: NCTM.
  • Bobis, J. (2011). Fractions: Best evidence and its implications for practice. In J. Way & J. Bobis (Ed.), Fractions: Teaching for Understanding (pp. 11–20), Adelaide: Australian Association of Mathematics Teachers.
  • Bobis, J. (2010). Teachers as learners. In R. Ewing, J., Higgins, & T. Lowrie (Ed.), Communicating in Professional Experience Contexts in Teacher Education (pp. 42–50), London: Oxford University Press.
  • Anderson, J, Bobis, J, Way, J. (2008). Teachers as learners: Building knowledge in and through the practice of teaching mathematics. In H. Forgasz, A. Barktasas, A. Bishop, B. Clarke, S. Keast, W.T. Seah, P. Sullivan, S. Willis, (Ed.), Research in Mathematics Education in Australasia 2004-2007 (Vol. 12, pp. 313–334), Rotterdam, Netherlands: Sense Publishers.
  • Handal, B., & Bobis, J. (2004). Instructional styles in the teaching of mathematics thematically. In D. Burghes & T. Szalontai (Ed.), International Research Monograph 1 (pp. 77–86), Exeter: Kluwer.
  • Bobis, J. (2004). Number Sense and the Professional Development of Teachers. In A. McIntosh & L. Sparrow (Ed.), Beyond written computation (pp. 160–170), Perth: MASTEC.
  • Bobis, J. (1998). Partnerships with practicing teachers: Action research in practice. In N. Ellerton (Ed.), Current Issues in Mathematics Education (pp. 18–38), Perth: MASTEC.
  • Wright, B., Mulligan, J., Stewart, R., & Bobis, J. (1996). Research in early arithmetical learning and teaching. In P. Sullivan, K. Owens, & B. Atweh (Ed.), Research in Mathematics Education in Australasia 1992-1995 (pp. 281–310), Sydney: Mathematics Education Research Group of Australasia.
  • Bobis, J. (1996). 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 & MERGA.

Journal articles

  • 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 amongst Middle School Students . Journal of Educational Psychology, 104(1), 1–18.
  • Kefaloukos, M., & Bobis, J. (2011). Understanding conservation: A playful process. Australian Primary Mathematics Classroom, 16(4), 19–23.
  • Martin, A., Bobis, J., Anderson, J., Way, J., & Vellar, R. (2011). Multilevel variance in psycho-educational phenomena: Comparing motivation, engagement, climate, teaching, and achievement factors. German Journal of Educational Psychology (Zeitschrift fur Padagogische Psychologie), 25(1), 49–61.
  • Bobis, J. (2011). Mechanisms affecting the sustainability and scale-up of a system-wide reform. Mathematics Teacher Education and Development, 13(1), 34–53.
  • Bobis, J., Papic, M. & Mulligan, J. (2010). Mathematical knowledge of preschool practitioners: Evidence from the field. Journal of Australian Research in Early Childhood Education, 16(2), 101–111.
  • 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. (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.
  • Bobis, J, & Handel, B. (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.
  • 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. Australian Primary Mathematics Classroom, 4(1), 22–26.
  • Bobis, J., Sweller, J. & Cooper, M. (1994). Demands imposed on primary-school students by geometric models. Contemporary Educational Psychology, , 108–117.
  • Bobis, J. & Cusworth, R. (1994). 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, 1–21.
  • 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.

Conference papers

  • Bobis, J . (2010). The impact of a developmental framework in number on primary teachers' classroom practice . In L. Sparrow, B. Kissane, & C. Hurst Shaping the future of mathematical education, Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia (Vol. 1,pp. 85–92). Fremantle, July 2010.
  • O'Keefe, M, Bobis, J. (2008). Primary Teachers’ perceptions of their knowledge and understanding of measurement. In Goos M, Brown R, Makar K Navigating Currents and Charting Directions. Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia (pp. 391–398). Adelaide, 28 June-1 July 2008.
  • Way, J, Bobis, J, Anderson, J, Martin, A.J. (2008). Middle years transition, engagement and achievement in mathematics: The MYTEAM project. In Figueras O, Cortina JL, Alatorre S, Rojano T, Sepulveda A International Group for the Psychology of Mathematics Education. Proceedings of the Joint Meeting of PME 32 and PME – NA XXX (pp. 401–408). Morelia, Mexico, 17-21 July 2008.
  • Bobis, J. (2007). Empowered to Teach: A Practice-based Model of Teacher Education. In j Watson & K Beswick Mathematics: Essential Research, Essential Practice, Vol 1. Proceedings of the 30th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 61–70). Hobart, Australia, 2-6th July, 2007.
  • Bobis, J. (2007). Facilitating Change As Part Of A Large-Scale Numeracy Program. In J. Novotna;P. Dvorak;M. Kratka;H. Morsova;M. Sulista International Symposium Elementary Mathematics Teaching, Prague, the Czech Republic, Charles University, Faculty of Education, August 19-24, 2007, Proceedings (pp. 76–84). Charles University, Prague, Czech Republic, 19-24 Aug 2007.
  • Bobis, J, Anderson, J. (2006). Reform-oriented teaching practices and the influence of school context. In Grootenboer, P., Zevenbergen, R., Chinnappan, M. Identities Cultures and learning spaces. Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia (pp. 92–98). Canberra, 1-5 Jul 2006.
  • Skilling, K, Bobis, J. (2005). Students reflecting on their mathematical understandings. In J. Clark and M. Maguire (pp. 165–172).
  • Bobis, J, Bobis, E. (2005). The empty number line: Making children?s thinking visible. In M. Coupland, J. Anderson and T. Spencer (pp. 66–72).
  • Anderson, J, Bobis, J. (2005). Reform-oriented teaching practices: A survey of primary school teachers. In H. Chick and J. Vincent (pp. 65–72).
  • Bobis, J. (2004). For The Sake Of The Children: Maintaining The Momentum Of A Professional Development Program. In Johnsen Høines, Marit; Fuglestad, Anne Berit Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education (PME 28) (pp. 143–150). Bergen, Norway, 14 - 18 July 2004.
  • Bobis, J. (2004). Time, Resources, Information Overload And Classroom Management: Issues Surrounding Professional Dev. In Ian Putt, Rhonda Faragher, Mal McLean Mathematics Education for the Third Millennium: Towards 2010. Proceedings of the 27th Conference of the Mathematics Education Research Group of Australasia . Townsville, Australia, 27-30 June 2004.
  • Aldridge, S, Bobis, J. (2003). Implementing beliefs, knowledge and practices: a beginning teacher's story. In Bragg, Campbell, Herbert, Mousley Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia: MERGA 26 (pp. 65–71). Geelong, VIC, 6-10 July 2003.
  • Bobis, J, Aldridge, S. (2002). Authentic learning contexts as an interface between theory and practice. In Cockburn, Anne & Nardi, Elena Proceedings of the Twenty-Sixth Conference of the Psychology of Mathematics Education (pp. 121–127). University of East Anglia, 21 July 2002-26 July 2002.
  • Aldridge, S, Bobis, J. (2001). Multiple Learning Contexts: A Vehicle for Changing Preservice Primary Teachers' Mathematical Belief. In (pp. 43–49).
  • Bobis, J. (2001). Mental Computation: Shaping our children's success in mathematics. In (pp. 265–270).

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