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.

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

Janette is recipient of several research and teaching awards, including a *Thompson Research Fellowship* (2014), a national *Practical Implications**Award* (2007) for her research on teacher pre-service education, an *Early Career Researcher Award* (1992), a *Commonwealth Prostgraduate Award* (1990), a national *Citation for Outstanding Contributions to Student Learning* (2007), two Vice Chancellor awards for *Outstanding Teaching* (2009 and 2016) and two*Faculty Excellence in Teaching Awards* (2002 and 2016). In 2017 she was granted Senior Fellow by the Higher Education Academy, UK.

Janette is the Research Director of the Sydney School of Education and Social Work. She has previously held a number of other senior administrative roles throughout her career, including Pro Dean and Associate Dean Research, Associate Dean Postgraduate Programs, Director of the Master of Teaching program and Postgraduate Research Student Coordinator.

**Books**

Hunting, R., Bobis, J., Doig, B., English, L., Mousley, J., Mulligan, J., Papic, M., Pearn, C., Perry, B., Robbins, J., et al (2013). *Mathematical Thinking of Preschool Children in Rural and Regional Australia: Research and Practice*. Camberwell, VIC: ACER Press.

Bobis, J., Mulligan, J., Lowrie, T. (2013). *Mathematics for children: challenging children to think mathematically (4th edition)*. NSW, Australia: Pearson Education Australia.

**Edited Books**

Way, J., Bobis, J. (2011). *Fractions: teaching for understanding*. Adelaide, SA: Australian Association of Mathematics Teachers.

Bobis, J., Mulligan, J., Lowrie, T. (2008). *Mathematics for children: Challenging children to think mathematically*. Sydney: Pearson Education.

**Book Chapters**

Bobis, J., 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*. Singapore: Springer.

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.

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.

**Journals**

Zhang, D., Bobis, J., Wu, X., Cui, Y. (2018). The effects of an autonomy-supportive teaching intervention on Chinese physics students and their teacher. *Research in Science Education*, Online first. [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]

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 für 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.

Handal, B., Bobis, J. (2004). Teaching Mathematics Thematically: Teachers' Perspectives. *Mathematics Education Research Journal*, 16(1), 3-18.

Handal, B., Bobis, J. (2003). Instructional styles in the teaching of mathematics thematically. *International Journal for Mathematics Teaching and Learning*, 2003, 1-18.

Bobis, J. (2002). Is school ready for my child? *Australian Primary Mathematics Classroom*, 7(4), 4-8.

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

Bobis, J., Cusworth, R. (1993). Changing preservice primary teachers' attitudes toward mathematics and science/technology. *Forum of Education*, 49(2), 9-20.

Bobis, J., Sweller, J., Cooper, M. (1993). Cognitive load effects in a primary-school geometry task. *Learning and Instruction*, 3(1), 1-21.

Bobis, J., Sweller, J., Cooper, M. (1993). Demands imposed on primary-school students by geometric models. *Contemporary Educational Psychology*, 19(1), 108-117.

Bobis, J. (1993). International update: A National Australian statement on mathematics. *Arithmetic Teacher*, 40(8), 486-487.

Bobis, J. (1991). The effect of instruction on the development of computational estimation strategies. *Mathematics Education Research Journal*, 3(1), 17-29.

Bobis, J. (1991). Using a calculator to develop number sense. *Arithmetic Teacher*, 38(5), 42-45.

**Conferences**

McMaster, H., Way, J., Bobis, J., Beswick, K. (2018). Principals' perceptions and expectations of primary teachers with a specialisation in mathematics. *41st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA 41)*, Auckland, New Zealand: MERGA.

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.

Hu, F., Ginns, P., Bobis, J. (2012). Does tracing worked examples enhance geometry learning? *Australian Association for Research in Education (AARE) Annual Conference, 2012*, Sydney.

Bobis, J. (2010). The impact of a developmental framework in number on primary teachers' classroom practice. *33rd annual conference of the Mathematics Education Research Group of Australasia - MERGA33 2010 Shaping the future of mathematical education*, Fremantle: Mathematics Education Research Group of Australasia (MERGA).

Papic, M., Mulligan, J., Bobis, J. (2009). Developing Mathematical Concepts in Australian Pre-school Settings: Children's Mathematical Thinking. *32nd Annual Conference of the Mathematics of Education Research Group of Australasia MERGA 2009*, New Zealand: Mathematics Education Research Group of Australasia (MERGA).

Bobis, J. (2009). Teachers assessing children's number knowledge: how confident are they? *Third National Conference on Research in Mathematics Education - MEI 3 Mathematics for All: Extending Mathematical Capacity*, Dublin: Mathematics Education Ireland (MEI).

Way, J., Bobis, J., Anderson, J., Martin, A. (2008). Middle years transition, engagement and achievement in mathematics: The MYTEAM project. *International Group for the Psychology of Mathematics Education. Joint Meeting of PME 32 and PME - NA XXX*, Mexico: Cinvestav-UMSNH.

O'Keefe, M., Bobis, J. (2008). Primary Teachers' perceptions of their knowledge and understanding of measurement. *31st Annual Conference of the Mathematics Education Research Group of Australasia (MERGA31)*, Brisbane: MERGA.

Bobis, J. (2007). Empowered to Teach: A Practice-based Model of Teacher Education. *30th Annual Conference of the Mathematics Education Research Group of Australasia (2007)*, Adelaide, SA , Australia: MERGA.

Bobis, J. (2007). Facilitating Change As Part Of A Large-Scale Numeracy Program. *International Symposium Elementary Mathematics Teaching (2007)*, Prague, Czech Republic: Charles University.

Bobis, J., Anderson, J. (2006). Reform-Oriented Teaching Practices and the Influence of School Context. *29th annual conference of the Mathematics Education Research Group of Australasia*, Adelaide: MERGA Inc.

Anderson, J., Bobis, J. (2005). Reform-Oriented Teaching Practices: A Survey of Primary School Teachers. *29th Conference of the International Group for the Psychology of Mathematics Education - PME29*, Melbourne, Australia: PME.

Skilling, K., Bobis, J. (2005). Students Reflecting On Their Mathematical Understandings. *12th ISATT International Conference - Challenges for the Profession: Perspectives and Directions for Teachers, Teaching and Teacher Education*, Sydney, Australia: International Study Association on Teachers and Teaching.

Bobis, J., Bobis, E. (2005). The empty number line: Making children's thinking visible. *20th Biennial Conference of the Australian Association of Mathematics Teachers: Making Mathematics Vital (2005)*, Sydney, Australia: AAMT.

Still, K., Bobis, J. (2005). The integration of mathematics and music in the primary school classroom. *Annual Conference of the Mathematics Education Research Group of Australasia - MERGA 28 - Building Connections: Theory, Research and Practice*, Melbourne: Deakin University Press.

Bobis, J. (2004). For The Sake Of The Children: Maintaining The Momentum Of A Professional Development Program. *28th Conference of the International Group for the Psychology of Mathematics Education (PME28)*, Online: PME.

Bobis, J. (2004). Time, Resources, Information Overload And Classroom Management: Issues Surrounding Professional Development. *Mathematics Education for the Third Millennium: Towards 2010 27th Conference of the Mathematics Education Research Group of Australasia*, Sydney, Australia: MERGA.

Aldridge, S., Bobis, J. (2003). Implementing beliefs, knowledge and practices: a beginning teacher's story. *Mathematics Education Research: Innovation, Networking, Opportunity*, VIC: Deakin University.

Bobis, J., Aldridge, S. (2002). Authentic learning contexts as an interface between theory and practice. *Psychology of Mathematics Education 26*, Norwich: University of East Anglia.

Bobis, J. (2001). Mental Computation: Shaping our children's success in mathematics. *Eighteenth Biennial Conference of the Australian Association of Mathematics Teachers Inc*, : Ads & Adea.

Aldridge, S., Bobis, J. (2001). Multiple Learning Contexts: A Vehicle for Changing Preservice Primary Teachers' Mathematical Beliefs, Knowledge, and Practices. *Twenty Fourth Annual Conference of the Mathematics Education Research Group of Australasia Inc*, : UNSW Australian Defence Force Academy.

Handal, B., Bobis, J., Grimison, L. (2001). Teachers' mathematical beliefs and practices in teaching and learning thematically. *24th Annual MERGA Conference: Numeracy and Beyond*, : Ads & Adea.

**Report**

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

**Research Reports**

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]

[More publications]

**Professor**

**Research Director of the Sydney School of Education and Social Work**

**Management Team Member of CRLI**

**T**: +61 2 93514536

**F:** +61 2 93512606

Motivation & Engagement in Mathematics: Video Presentation

The Empty Number Line: Video Presentation