My research interests are varied, however projects I am involved with tend to have at least one of three focuses:

  • To make mathematics more enjoyable to teach and learn;

  • To explore the connections between research and practice;

  • To undertake experimental-research in actual classroom settings.

Below is a list of my recent peer-reviewed journal publications, with links to the corresponding articles.

Journal Articles and Book Chapters

Downton, A., Russo, J., Hughes, S., Bobis, J., Livy, S., & Sullivan, P. (2022). From Confusion to Clarity: Two Early Years Teachers’ Remote Learning Experience. International Electronic Journal of Elementary Education, 14(4), 475-489. https://doi.org/10.26822/iejee.2022.257

Russo, J., Bobis, J., & Sullivan, P. (2021). Differentiating Instruction in Mathematics. Mathematics Teacher Education and Development, 23(3), 1-5. https://mted.merga.net.au/index.php/mted/article/view/715/436

Russo, J., Russo, T., & Roche, A. (2021). Using rich narratives to engage students in worthwhile mathematics: Children’s literature, movies and short films. Education Sciences, 11. https://doi.org/10.3390/educsci11100588

Russo, J., Bragg, L., & Russo, T. (2021). How primary teachers use games to support their teaching of mathematics. International Electronic Journal of Elementary Education, 13(4), 407-419. https://www.iejee.com/index.php/IEJEE/article/view/1302

Kalogeropoulos, P., Roche, A., Russo, J., Vats, S., & Russo, T. (2021). Learning Mathematics From Home During COVID-19: Insights From Two Inquiry-Focussed Primary Schools. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1957. https://doi.org/10.29333/ejmste/10830

Bobis, J., Russo, J., Downton, A., Feng, M., Livy, S., McCormick, M., & Sullivan, P. (2021). Instructional Moves that Increase Chances of Engaging All Students in Learning Mathematics. Mathematics, 9. https://doi.org/10.3390/math9060582

Russo, J., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2021). Characteristics of high enjoyment teachers of mathematics in primary schools. Mathematics Education Research Journal. http://doi.org/10.1007/s13394-021-00372-z

Russo, J., MacDonald, A., & Russo, T. (2021). The Influence of Making Predictions on the Accuracy of Numerosity Estimates in Elementary-Aged Children. International Journal of Science and Mathematics Education. http://dx.doi.org/doi:10.1007/s10763-021-10156-3

Russo, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2021). Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings. Education Sciences, 11(2). http://dx.doi.org/doi:10.3390/educsci11020035

Russo, J., & Minas, M. (2020). Student Attitudes Towards Learning Mathematics Through Challenging, Problem Solving Tasks: “It’s so Hard–in a Good Way”. International Electronic Journal of Elementary Education, 13(2), 215-225. http://dx.doi.org/doi:10.26822/iejee.2021.185

Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2020). Students Who Surprise Teachers When Learning Mathematics Through Problem Solving in the Early Primary Years. International Journal of Innovation in Science and Mathematics Education, 28(3), 14-23. http://dx.doi.org/10.30722/IJISME.28.03.002

Downton, A., Russo, J., & Hopkins, S. (2020). Students’ understanding of the associative property and its applications: noticing, doubling and halving, and place value. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00351-w

Roche, A., Russo, J., Kalogeropoulos, P., & Vale, C. (2020). Aspirations for mathematics learning: the voice of primary mathematics middle leaders. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-020-00360-9

Hopkins, S., Russo, J., & Siegler, R. (2020). Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies. Mathematical Thinking and Learning, https://doi.org/10.1080/10986065.2020.1842968

Russo, J., Minas, M., Hewish, T., & McCosh, J. (2020). Using Prompts to Empower Learners: Exploring Primary Students’ Attitudes Towards Enabling Prompts When Learning Mathematics Through Problem Solving. Mathematics Teacher Education & Development, 22(1), 48-67.

Sullivan, P., Bobis, J., Downton, A., Feng, M., Livy, S., Hughes, S., ... & Russo, J. (2020) Threats and Opportunities in Remote Learning of Mathematics: Implication for the Return to the Classroom. Mathematics Education Research Journal, https://doi.org/10.1007/s13394-020-00339-6.

Russo, J. (2020). The Experiences and Identity Structures of Teacher-Researcher Hybrid Professionals in a Primary School Mathematics Context. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1-13. https://doi.org/10.29333/ejmste/8250

Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Sullivan, P. (2020). Elementary teachers’ beliefs on the role of struggle in the mathematics classroom. Journal of Mathematical Behavior. https://doi.org/10.1016/j.jmathb.2020.100774

Sullivan, P., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., & Russo, J. (2020). Ways that relentless consistency and task variation contribute to teacher and student mathematics learning. In A. Coles (Ed.) For the Learning of Mathematics Monograph 1: Proceedings of a symposium on learning in honour of Laurinda Brown (pp 32-37). Canada: FLM Publishing Association.  

Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers. Teaching and Teacher Education, 88, 102983. https://doi.org/10.1016/j.tate.2019.102983

Downton, A., MacDonald, A., Cheeseman, J., Russo, J., & McChesney, J. (2020). Mathematics learning and education from birth to eight years. In J. Way, J. Anderson, J. Bobis, H. McMaster, K. Cartwright, & C. Attard (Eds.), Research in Mathematics Education in Australasia: 2016‐2019 (pp. 209-244). New York: Springer.

Kalogeropoulos, P., Russo, J., Russo, T., & Sullivan, P. (2020). Effectively Utilising Teaching Assistants to Support Mathematics Learning: Some Insights from the Getting Reading in Numeracy (G.R.I.N.) Program. International Electronic Journal of Mathematics Education, 15(3), 1-12. https://doi.org/10.29333/iejme/8314

Kalogeropoulos, P., Russo, J. A., Sullivan, P., Klooger, M., & Gunningham, S. (2020). Re-enfranchising Mathematically-alienated Students: Teacher and Tutor Perceptions of the Getting Ready in Numeracy (GRIN) Program. International Electronic Journal of Mathematics Education, 15(1), em0545. https://doi.org/10.29333/iejme/5881

Kalogeropoulos, P., Russo, J., & Clarkson, P. (2020). Exploring educator value alignment strategies in an intervention context: The emergence of the Beacon strategy. ECNU Review of Education. https://doi.org/10.1177/2096531120923127

Russo, J.A. (2019) The impact of a short test-wiseness intervention on standardised numeracy assessment scores: A cautionary tale about using NAPLAN growth data to evaluate primary schools, Networks: An Online Journal for Teacher Research, 21(2), 1-17. https://doi.org/10.4148/2470-6353.1301

Russo, J. A., & Russo, T. (2019). Teacher Interest-Led Inquiry: Unlocking Teacher Passion to Enhance Student Learning Experiences in Primary Mathematics. International Electronic Journal of Mathematics Education, 14(3), 701-717. https://doi.org/10.29333/iejme/5843

Russo, J. (2019). Walking the line between order and chaos: a teacher-researcher's reflection on teaching mathematics with challenging tasks in primary classrooms. International Journal of Innovation in Science and Mathematics Education, 27(3), 14-24.

Russo, J., & Hopkins, S. (2019). Teachers’ Perceptions of Students When Observing Lessons Involving Challenging Tasks. International Journal of Science and Mathematics Education, 17(4), 759-779. 

Russo, J., & Hopkins, S. (2019). Teaching primary mathematics with challenging tasks: How should lessons be structured? The Journal of Educational Research, 112(1), 98-109. 

Russo, J. (2018). Peer tutoring in the elementary classroom: Putting (a) theory into practice. McGill Journal of Education, 53(3), 612-619.

Russo, J., & Hopkins, S. (2017). How does lesson structure shape teacher perceptions of teaching with challenging tasks? . Mathematics Teacher Education and Development, 19(1), 30-46. 

Russo, J., & Hopkins, S. (2017). Student reflections on learning with challenging tasks:‘I think the worksheets were just for practice, and the challenges were for maths’. Mathematics Education Research Journal, 29(3), 283-311.