Projects per year
Personal profile
Biography
Having completed his PhD in 2017, James is interested in a wide range of research topics within primary mathematics education including:
- The role of challenging tasks, games and children’s literature as pedagogical approaches to support mathematics instruction, and how these tools are actually utilised in classrooms.
- Teacher and student emotional responses in the primary mathematics classroom, and how these responses are related to particular pedagogical approaches.
- Better understanding the relationship between classroom practice and academic research.
- The learning and teaching of mental computation and estimation, particularly in the early years of schooling.
In addition, James writes regularly for a range of teacher practitioner journals and is currently editor of the Mathematics Association of Victoria primary teaching journal, Prime Number. James continues to spend some of his week team-teaching in a primary classroom, using this opportunity both as a space to develop and test teaching ideas and to stimulate thinking about his research.
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
Network
Recent external collaboration on country level. Dive into details by clicking on the dots.
Projects 2018 2019
Exploring mathematical sequences of connected, cumulative and challenging tasks in the early years
Downton, A., Livy, S. & Russo, J.
30/01/19 → 30/11/19
Project: Research
Turning inquiry experiences into robust learning: Exploring the potential of structured mathematics learning sequences
Livy, S., Downton, A., Russo, J., Sullivan, P., McCormick, M., Hughes, S., Bobis, J. & Cheong, S.
14/03/18 → 19/05/19
Project: Research
Research Output 2006 2019
Teachers’ perceptions of students when observing lessons involving challenging tasks
Russo, J. & Hopkins, S., Apr 2019, In : International Journal of Science and Mathematics Education. 17, 4, p. 759-779 21 p.Research output: Contribution to journal › Article › Research › peer-review
Teaching primary mathematics with challenging tasks: how should lessons be structured?
Russo, J. & Hopkins, S., 2019, In : Journal of Educational Research. 112, 1, p. 98-109 12 p.Research output: Contribution to journal › Article › Research › peer-review
Teaching with challenging tasks in the first years of school: what are the obstacles and how can teachers overcome them?
Russo, J., Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M. & Sullivan, P., Mar 2019, In : Australian Primary Mathematics Classroom. 24, 1, p. 11-18 8 p.Research output: Contribution to journal › Article › Other › peer-review
Walking the line between order and chaos: a teacher-researcher's reflection on teaching mathematics with challenging tasks in primary classrooms
Russo, J., 2019, In : International Journal of Innovation in Science and Mathematics Education. 27, 3, p. 14-24 11 p.Research output: Contribution to journal › Article › Research › peer-review
Open Access
File
Curriculum documentation and the development of effective sequences of learning experiences
Bobis, J., Downton, A., Hughes, S., Livy, S., McCormick, M., Russo, J. & Sullivan, P., 2018, ICMI Study 24 Conference Proceedings: School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities. Shimizu, Y. & Vithal, R. (eds.). Berlin Germany: International Commission on Mathematical Instruction (ICMI), p. 499-506 8 p.Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review
Open Access
File