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

Journal Articles and Book Chapters

James Russo | Updated August 2026

2026

Hubbard, J., & Russo, J. (2026). Motivational shifts experienced by Year 2 students when learning mathematics through sequences of challenging tasks. Frontiers in Education, 11, 1820424. https://doi.org/10.3389/feduc.2026.1820424.

Hubbard, J., Russo, J., Livy, S., & Sullivan, P. (2026). Optimising learning conditions for self-determination in primary mathematics education: A theoretical perspective. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-025-00555-y.

Klooger, M., Russo, J., & Kalogeropoulos, P. (2026). An instructional model to support planning and teaching with educationally rich mathematical games. International Journal of Mathematical Education in Science and Technology, 57(8), 1771–1786. https://doi.org/10.1080/0020739X.2025.2530968.

Klooger, M., Russo, J., & Kalogeropoulos, P. (2026). More than just playing: investigating teacher-student interactions in game-based mathematics lessons. International Journal of Mathematical Education in Science and Technology, 57(5), 1007–1042. https://doi.org/10.1080/0020739X.2026.2625807.

Klooger, M., Russo, J., & Kalogeropoulos, P. (2026). Competition, Collaboration, and Learning Mathematics through Games. International Journal of Education in Mathematics, Science, and Technology, 14(2), 676–716. https://doi.org/10.46328/ijemst.5641.

Klooger, M., Russo, J., & Kalogeropoulos, P. (2026). Teacher Framing and Student Mathematical Experiences During Game-Based Learning. International Journal of Serious Games, 13(4), 31–55. https://doi.org/10.17083/khbb4w93.

Livy, S., Bobis, J., Downton, A., Russo, J., & Sullivan, P. (2026). Supporting mathematical reasoning: exploring questioning moves in a Year 1 classroom using student work samples. Mathematics Education Research Journal, 38, 241–269. https://doi.org/10.1007/s13394-025-00527-2.

Roche, A., Russo, J., Kalogeropoulos, P., & Hubbard, J. (2026). Reframing Aspirations for Mathematics Learning: Exploring Underachieving Students' Voices Through Self-Determination Theory. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2026.2633241.

Russo, J., Bobis, J., Roche, A., & Hopkins, S. (2026). Educator Beliefs about Mathematical Manipulatives in Early Primary: Comparing Classroom Teachers and Teacher Learning Facilitators. International Journal of Education in Mathematics, Science, and Technology, 14(5), 1358–1390. https://doi.org/10.46328/ijemst.7095.

Russo, J., Hubbard, J., Powers, T., Downton, A., Livy, S., & Sullivan, P. (2026). Teaching with Challenging Tasks in the Early Years: Teacher Perspectives and Affective Outcomes for Teachers and Students. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-026-00565-4.

Russo, J., Kalogeropoulos, P., Powers, T., Roche, A., & Sullivan, P. (2026). Preparing for mathematics lessons through small-group tutoring: changes in student attitudes and beliefs about mathematics. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-026-00590-3.

Russo, J., Roche, A., Kalogeropoulos, P., Russo, T., Pramudiani, P., Stanghellini, L., & Maffia, A. (2026). What counts as a mathematical game? Primary teachers’ judgements across Australia, Indonesia, and Italy. Journal on Mathematics Education, 17(2), 371–382. https://doi.org/10.22342/jme.v17i2.pp371-382.

2025

Dediwalage, M., Kalogeropoulos, P., Russo, J., & Vale, C. (2025). A systematic literature review of student, parent and teacher experiences of mathematics education in multicultural classrooms. Review of Education, 13(3), e70109. https://doi.org/10.1002/rev3.70109.

Hopkins, S., Russo, J., & Downton, A. (2025). Assessing children’s capacity for procedural flexibility with mental addition. Mathematics Education Research Journal, 37, 773–795. https://doi.org/10.1007/s13394-024-00513-0.

Russo, J., Powers, T., Hubbard, J., Buckley, S., & Livy, S. (2025). How often and when teachers should teach with challenging tasks: the role of motivational beliefs. Journal of Mathematics Teacher Education, 28(4), 807–828. https://doi.org/10.1007/s10857-023-09612-4.

Russo, J., Roche, A., Russo, T., & Kalogeropoulos, P. (2025). Examining primary school educators' preferences for using digital versus non-digital games to support mathematics instruction. International Journal of Mathematical Education in Science and Technology, 56(9), 1778–1803. https://doi.org/10.1080/0020739X.2024.2361699.

Russo, J., & Russo, T. (2025). What’s in a Name? Should we be Calling it a Game? Rethinking Choice, Strategy, and Mathematical Integrity. Mathematics Teacher Education & Development, 27(2), 1–11. https://mted.merga.net.au/index.php/mted/article/view/1341.

2024

Davis, E. K., Kalogeropoulos, P., & Russo, J. A. (2024). Comparative Study of Primary School Students’ Values in Mathematics Learning in Ghana and Australia. In Y. Dede, G. Marschall, & P. Clarkson (Eds.), Values and Valuing in Mathematics Education: Moving Forward into Practice (pp. 169–190). Singapore: Springer Nature Singapore.

Kalogeropoulos, P., Russo, J. A., & Liyanage, A. (2024). Values Alignment as Teacher Craft for Effective Mathematics Teaching and Learning. In Y. Dede, G. Marschall, & P. Clarkson (Eds.), Values and Valuing in Mathematics Education: Moving Forward into Practice (pp. 149–168). Singapore: Springer Nature Singapore.

Russo, J., Downton, A., Mulligan, J., Gervasoni, A., Murphy, C., Cooke, A., & Oslington, G. (2024). Advancing Mathematics Learning in the Early Years. In C. Mesiti, W. T. Seah, B. Kaur, C. Pearn, A. Jones, S. Cameron, E. Every, & K. Copping (Eds.), Research in Mathematics Education in Australasia 2020–2023 (pp. 159–185). Singapore: Springer Nature Singapore.

Russo, J., & Hubbard, J. (2024). Appreciating Productive Struggle: Educators’ Experience of “Confusion to Clarity” During Professional Learning. Mathematics Teacher Education & Development, 26(2), IoP 1. https://mted.merga.net.au/index.php/mted/article/view/927.

Russo, J., Kalogeropoulos, P., Bragg, L. A., & Heyeres, M. (2024). Non-Digital Games That Promote Mathematical Learning in Primary Years Students: A Systematic Review. Education Sciences, 14(2), 200. https://doi.org/10.3390/educsci14020200.

2023

Kalogeropoulos, P., Russo, J., & Roche, A. (2023). How grade levels shape underperforming elementary student preferences about learning mathematics in the classroom. International Journal of Mathematical Education in Science and Technology, 54(8), 1380–1392. https://doi.org/10.1080/0020739X.2022.2158143.

Russo, J., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., . . . Sullivan, P. (2023). Characteristics of high enjoyment teachers of mathematics in primary schools. Mathematics Education Research Journal, 35, 1–21. https://doi.org/10.1007/s13394-021-00372-z.

Russo, J., Bragg, L., Russo, T., & Minas, M. (2023). Identifying the Characteristics of Non-Digital Mathematical Games Most Valued by Educators. Education Sciences, 13(1), 30. https://doi.org/10.3390/educsci13010030.

Russo, J., & Hopkins, S. (2023). Not so Simple Addition: Comparing Student Performance and Teacher Perceptions of Retrieval. International Journal of Science and Mathematics Education, 21, 2279–2301. https://doi.org/10.1007/s10763-022-10346-7.

Russo, J., Kalogeropoulos, P., & Roche, A. (2023). Exploring underachieving students’ views of, and attitudes towards, mathematics across stage of schooling. Asian Journal for Mathematics Education. https://doi.org/10.1177/27527263231177435.

2022

Downton, A., Russo, J., & Hopkins, S. (2022). Students’ understanding of the associative property and its applications: noticing, doubling and halving, and place value. Mathematics Education Research Journal, 34(2), 437–456. https://doi.org/10.1007/s13394-020-00351-w.

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.

Hopkins, S., Russo, J., & Siegler, R. (2022). Is counting hindering learning? An investigation into children’s proficiency with simple addition and their flexibility with mental computation strategies. Mathematical Thinking and Learning, 24(1), 52–69. https://doi.org/10.1080/10986065.2020.1842968.

Hughes, S., Russo, J. A., Mansfield, J., Green, A., Jones, D., Vale, C., & Berry, A. (2022). Co-designing Integrated Mathematics and Science Lesson Learning Sequences for Primary Education. International Journal of Innovation in Science and Mathematics Education, 30(4). https://doi.org/10.30722/IJISME.30.04.005.

Roche, A., Russo, J., Kalogeropoulos, P., & Vale, C. (2022). Aspirations for mathematics learning: the voice of primary mathematics middle leaders. Mathematics Education Research Journal, 34(4), 741–765. https://doi.org/10.1007/s13394-020-00360-9.

Russo, J., Corovic, E., Hubbard, J., Bobis, J., Downton, A., Livy, S., & Sullivan, P. (2022). Generalist primary school teachers’ preferences for becoming subject matter specialists. Australian Journal of Teacher Education, 47(7), 38–57. https://ro.ecu.edu.au/ajte/vol47/iss7/3.

Russo, J., MacDonald, A., & Russo, T. (2022). The Influence of Making Predictions on the Accuracy of Numerosity Estimates in Elementary-Aged Children. International Journal of Science and Mathematics Education, 20(3), 531–551. https://doi.org/10.1007/s10763-021-10156-3.

2021

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(6), 582. https://doi.org/10.3390/math9060582.

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.

Kalogeropoulos, P., Russo, J., & Clarkson, P. (2021). Exploring educator value alignment strategies in an intervention context: The emergence of the Beacon strategy. ECNU Review of Education, 4(2), 327–348. https://doi.org/10.1177/2096531120923127.

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), 35. https://doi.org/10.3390/educsci11020035.

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., 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://iejee.com/index.php/IEJEE/article/view/1302.

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(10), 588. https://doi.org/10.3390/educsci11100588.

2020

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.

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. The Journal of Mathematical Behavior, 58, 100774. https://doi.org/10.1016/j.jmathb.2020.100774.

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. https://doi.org/10.30722/IJISME.28.03.002.

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.

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. https://doi.org/10.26822/iejee.2021.185.

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 and Development, 22(1), 48–67.

Sullivan, P., Bobis, J., Downton, A., Feng, M., Hughes, S., Livy, S., . . . Russo, J. (2020). Threats and opportunities in remote learning of mathematics: implication for the return to the classroom. Mathematics Education Research Journal, 32(3), 551–559. https://doi.org/10.1007/s13394-020-00339-6.

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.

2019

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. https://doi.org/10.30722/IJISME.27.03.002.

Russo, J. (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., & Hopkins, S. (2019). Teaching primary mathematics with challenging tasks: How should lessons be structured? The Journal of Educational Research, 112(1), 98–109. https://doi.org/10.1080/00220671.2018.1440369.

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. https://doi.org/10.1007/s10763-018-9888-9.

Russo, J., & 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.

2018

Russo, J. (2018). Peer tutoring in the elementary classroom: Putting (a) theory into practice. McGill Journal of Education, 53(3), 612–619. https://doi.org/10.7202/1058419ar.

2017

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. https://doi.org/10.1007/s13394-017-0197-3.

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.