Jana Visnovska

Dr. Jana Visnovska is a Senior Lecturer in mathematics education at the University of Queensland's School of Education. She holds a Magister degree in mathematics, a Graduate Certificate in Teaching (Secondary), and a Postgraduate Diploma in Education from Comenius University in Bratislava, Slovakia, as well as a PhD in mathematics education from Vanderbilt University in the United States. Prior to her appointment at UQ, she taught middle-years mathematics and lectured in mathematics and mathematics education at Comenius University, Vanderbilt University, and the University of California, Santa Cruz. Visnovska's research centers on the design and theorization of resources for teaching mathematics effectively, including the development of classroom activities where students engage with significant mathematical ideas and experience joy in learning, support for teachers to organize classrooms for meaningful student engagement, and inquiries into the history of mathematics and education to understand possibilities for change. She regularly spends time in schools and classrooms as part of her research.

Visnovska has made notable contributions through leadership roles such as editor of the Australian Mathematics Education Journal and current Vice President for Publications within the Mathematics Education Research Group of Australasia (MERGA), along with serving on the International Programme Committee for the International Symposium on Elementary Mathematics Teaching. Her key publications include co-authored books Mama Khanyi and the pots: a mathematical story and activity book (2019, with Pamela Vale, Mellony Graven, and Carmen Ford) and Sentido numérico en preescolar: Un recurso para la enseñanza (2023, with José Luis Cortina Morfín), as well as co-editing Research in Mathematics Education in Australasia 2012-2015 (2016). She has contributed chapters to volumes such as Research on mathematics textbooks and teachers’ resources: advances and issues (2018), Handbook of digital resources in mathematics education (2024), and Elementary mathematics teaching: 30 years of SEMT (2024). Prominent journal articles feature Curriculum and mathematical coherence: exploring the tensions in teaching and learning number (ZDM, 2025, with José Luis Cortina) and Supporting shifts in teachers’ views of a classroom statistical activity: problem context in teaching statistics (Mathematical Thinking and Learning, 2019). Her projects have received funding from University of Queensland grants, including Developing ambitious teaching practices in mathematics: Collaborating to learn (2017-2018) and Inspiring mathematics and science in teacher education (2014-2017).