Jana Visnovska
Jana Visnovska
Verified email at uq.edu.au - Homepage
TitleCited byYear
Learning from and adapting the theory of realistic mathematics education
P Cobb, Q Zhao, J Visnovska
Éducation et didactique 2 (1), 105-124, 2008
Understanding the role of the institutional context in the relationship between teachers and text
K McClain, Q Zhao, J Visnovska
Mathematics teachers at work, 76-89, 2011
Unit fractions in the context of proportionality: supporting students' reasoning about the inverse order relationship
JL Cortina, J Visnovska, C Zuniga
Mathematics Education Research Journal 26 (1), 79-99, 2014
Mathematics teachers as instructional designers: What does it take?
J Visnovska, P Cobb, C Dean
From Text to 'Lived' Resources, 323-341, 2012
Classroom video in teacher professional development program: community documentational genesis perspective
J Visnovska, P Cobb
ZDM, 1-13, 2013
What does it mean for an instructional task to be effective
L Hodge, J Visnovska, Q Zhao, P Cobb
Proceedings of the 30th annual meeting of the MERGA 1, 392-401, 2007
La equipartición como obstáculo didáctico en la enseñanza de las fracciones
JL Cortina, C Zúñiga, J Visnovska
Educación matemática 25 (2), 7-29, 2013
Supporting mathematics teachers' learning: Building on current instructional practices to achieve a professional development agenda
J Visnovska
Vanderbilt University, 2009
Learning about whole-class scaffolding from a teacher professional development study
J Visnovska, P Cobb
ZDM 47 (7), 1133-1145, 2015
Research on mathematics textbooks and teachers’ resources: Advances and issues
L Fan, L Trouche, C Qi, S Rezat, J Visnovska
Springer, 2018
An Alternative Starting Point for Fraction Instruction.
JL Cortina, C Zúñiga, J Višňovská
International Journal for Mathematics Teaching & Learning, 2015
Learning about building mathematics instruction from students’ reasoning: a professional development study
J Visnovska, P Cobb
Proceedings of the 32nd annual meeting of the Mathematics Education Research …, 2009
Supporting the mathematics learning of a professional teaching community: Focusing on teachers’ instructional reality
Q Zhao, J Visnovska, P Cobb, K McClain
Annual meeting of the American Educational Research Association Conference, 2006
Equipartition as a didactical obstacle in fraction instruction
JL Cortina, J Višňovská, C Zúñiga
Acta Didactica Universitatis Comenianae Mathematics 14 (1), 1-18, 2014
Alternative Starting Point for Teaching Fractions.
JL Cortina, J Visnovska, C Zuniga
Mathematics Education Research Group of Australasia, 2012
Using design research to support the learning of a professional teaching community of middle-school mathematics teachers
Q Zhao, J Visnovska, K McClain
Proceedings of the 26th annual meeting of the North American chapter of the …, 2004
On comparing mathematical models and pedagogical learning
J Lamb, J Visnovska
Teaching mathematical modelling: Connecting to research and practice, 457-466, 2013
Reciprocal relations of relative size in the instructional context of fractions as measures
JL Cortina, J Visnovska
Proceedings of the 40th Conference of the International Group for the …, 2016
Designing effective professional development: How do we understand teachers' current instructional practices?
J Visnovska
MERGA 2, 745-754, 2007
Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics
J Visnovska, P Cobb
Mathematical Thinking and Learning 21 (4), 285-305, 2019
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