20062022

Research output per year

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Personal profile

Biography

Having completed my PhD in 2017, I am interested in three interelated goals for primary mathematics education: 

- For effective, student-centred pedagogies to be embraced across all Australian primary classrooms.

- For mathematics learning to be effectively differentiated, in a manner that is both inclusive and well targeted to student learning needs.

- For mathematics to be enjoyable to learn and teach.

My professional purpose is to shift our edicational system further towards all three of these goals, starting with better supporting teachers.

My major research interest relating to working towards these three goals is in learning design and its implementation in classrooms. This includes looking at issues such as:

- Task design: What is the role of challenging tasks, games and narrative-rich problem-solving tasks as pedagogical approaches to support effective, differentiated and enjoyable mathematics instruction? How are these pedagogies actually utilised in classrooms?

- Lesson structure: How does how the lesson is organised interact with the student learning experience, including their changing emotional states as the lesson unfolds? How can differentiation be effectively built into the structure of a lesson? How does shifting from individual work to collaborative work impact the student learning experience?

- Sequencing learning: How can we effectively sequence learning with effective pedagogies (e.g., challenging tasks, mathematical games)? How does the student emotional experience track across several, interconnected learning experiences?   

I am keen to engage with potential higher-degree research students interested in inquiring into issues of learning design and its implementation in a primary mathematics context.  

Research area keywords

  • Mathematics Education
  • Maths Education
  • Challenging Tasks
  • Primary Education
  • Games
  • Teacher Education
  • Teacher Research
  • Teacher Emotions
  • Teacher Attitudes
  • Teacher Beliefs
  • Student Emotions
  • Student Engagement
  • Research and Practice
  • Estimation
  • Mental Computation
  • Number Sense
  • Early Childhood Education
  • Transforming teaching and learning
  • Educating for diversity and inclusion

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Projects

Research Output

Designing and scaffolding rich mathematical learning experiences with challenging tasks

Russo, J., 2020, In : Australian Primary Mathematics Classroom. 25, 1, p. 3-10 8 p.

Research output: Contribution to journalArticleOtherpeer-review

Elementary teachers’ beliefs on the role of struggle in the mathematics classroom

Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M. & Sullivan, P., Jun 2020, In : Journal of Mathematical Behavior. 58, 11 p., 100774.

Research output: Contribution to journalArticleResearchpeer-review

Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers

Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M. & Hughes, S., Feb 2020, In : Teaching and Teacher Education. 88, 9 p., 102983.

Research output: Contribution to journalArticleResearchpeer-review

Open Access
File
Open Access
File

Changing teacher practices while teaching with challenging tasks

Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J. & Sullivan, P., 2019, Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education. Graven, M., Venkat, H., Essien, A. A. & Vale, P. (eds.). 1st ed. Pretoria South Africa: International Group for the Psychology of Mathematics Education, Vol. 2. p. 105-112 8 p.

Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review