James Russo
Biographic Data
| ID | 6508991 |
|---|---|
| NAME | James Russo |
| GIVEN NAMES | James |
| FAMILY NAME | Russo |
| SIGNATURE | RUSSO J |
| AFFILIATIONS | Monash University |
| ORCID | 0000-0002-9855-7522 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Competition, Collaboration, and Learning Mathematics through Games
This study investigates how gameplay format shapes mathematical reasoning and social dynamics in primary classrooms. We compared one-against-one (1v1) and paired (2v2) versions of five non-digital games implemented by five Year 3/4 teachers (≈90 students). A mixed-methods design triangulated teacher interviews, student reflections (n≈40), and video-recorded gameplay from 20 focus students, coded for reasoning (generating, evaluating, justifying, …
Preparing for mathematics lessons through small-group tutoring
The Getting Ready in Numeracy (GRIN) program is a targeted intervention designed to support students struggling with mathematics by preparing them for upcoming lessons through small-group tutoring. This study examined changes in students’ attitudes towards mathematics (enjoyment, coping, valuing), students’ views on mathematics as a problem-solving discipline (mathematics as solving open problems flexibly), and descriptive norm-referenced achieve…
Optimizing learning conditions for self-determination in primary mathematics education
Fostering motivation and engagement in mathematics requires learning conditions that support students’ autonomy, competence, and relatedness. Self-Determination Theory [SDT] (Ryan & Deci, 2017) provides a valuable framework for understanding how these psychological needs shape students’ experiences of learning mathematics. This paper explores how SDT can inform the design of optimal learning conditions in primary school mathematics education, par…
Teaching with challenging tasks in the early years
This study examines teachers’ perspectives on implementing challenging mathematics tasks in the early years of schooling (Foundation– Year 2), focusing on beliefs regarding frequency, timing, and enabling conditions, as well as affective outcomes for teachers and students. Findings are drawn from 82 teachers across 16 schools who completed a research-informed professional learning program, which focused on teaching with challenging tasks in the e…
Motivational shifts experienced by Year 2 students when learning mathematics through sequences of challenging tasks
Gaining accurate insights about young students’ attitudes towards problem-solving in mathematics remains an ongoing area of interest within education research. This study utilised a range of qualitative data sources to identify shifts in motivational factors that Year 2 students self-reported as they learned mathematics through sequences of challenging tasks. The analysis showed that over time, students’ attitudes shifted from external to interna…
Non-Digital Games That Promote Mathematical Learning in Primary Years Students
Despite primary school teachers demonstrating strong preferences for using non-digital games over digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games. To address this gap, the current systematic literature review focuses on non-digital, games-based, empirical studies in the primary mathematics classroom over the past two decades from 2…
Identifying the Characteristics of Non-Digital Mathematical Games Most Valued by Educators
Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher’s perspective, of the sp…
Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings
Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of …
Using Rich Narratives to Engage Students in Worthwhile Mathematics
Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 1…
Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers
In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes to…
Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers
In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes to…
Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers
In this study we explored the relationship between teacher enjoyment of teaching mathematics, their attitudes towards student struggle, and the amount of time teachers spent teaching mathematics. Ninety-eight primary educators were surveyed regarding their attitudes and behaviors towards mathematics instruction. Hierarchical regression analyses revealed that teacher enjoyment of teaching mathematics explained variance in both teacher attitudes to…
Primary Teacher Attitudes towards Productive Struggle in Mathematics in Remote Learning versus Classroom-Based Settings
Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of …
Using Rich Narratives to Engage Students in Worthwhile Mathematics
Using children’s literature to support mathematics instruction has been connected to positive academic outcomes and learning dispositions; however, less is known about the use of audiovisual based narrative mediums to support student mathematical learning experiences. The current exploratory, qualitative study involved teaching three lessons based on challenging, problem solving tasks to two classes of Australian Year (Grade) 5 students (10 and 1…
Identifying the Characteristics of Non-Digital Mathematical Games Most Valued by Educators
Non-digital games are frequently used to support primary mathematics instruction. Moreover, we know from the literature that to increase the likelihood that a chosen mathematical game is educationally rich it should reflect specific principles, such as offering a balance between skill and luck and ensuring that a key mathematical focus is central to gameplay. However, there is limited research informing us, from a teacher’s perspective, of the sp…
Non-Digital Games That Promote Mathematical Learning in Primary Years Students
Despite primary school teachers demonstrating strong preferences for using non-digital games over digital games to support mathematics instruction, much of the research review literature has focused on learning outcomes associated with digital mathematical games. To address this gap, the current systematic literature review focuses on non-digital, games-based, empirical studies in the primary mathematics classroom over the past two decades from 2…
Competition, Collaboration, and Learning Mathematics through Games
This study investigates how gameplay format shapes mathematical reasoning and social dynamics in primary classrooms. We compared one-against-one (1v1) and paired (2v2) versions of five non-digital games implemented by five Year 3/4 teachers (≈90 students). A mixed-methods design triangulated teacher interviews, student reflections (n≈40), and video-recorded gameplay from 20 focus students, coded for reasoning (generating, evaluating, justifying, …
Preparing for mathematics lessons through small-group tutoring
The Getting Ready in Numeracy (GRIN) program is a targeted intervention designed to support students struggling with mathematics by preparing them for upcoming lessons through small-group tutoring. This study examined changes in students’ attitudes towards mathematics (enjoyment, coping, valuing), students’ views on mathematics as a problem-solving discipline (mathematics as solving open problems flexibly), and descriptive norm-referenced achieve…
Optimizing learning conditions for self-determination in primary mathematics education
Fostering motivation and engagement in mathematics requires learning conditions that support students’ autonomy, competence, and relatedness. Self-Determination Theory [SDT] (Ryan & Deci, 2017) provides a valuable framework for understanding how these psychological needs shape students’ experiences of learning mathematics. This paper explores how SDT can inform the design of optimal learning conditions in primary school mathematics education, par…
Teaching with challenging tasks in the early years
This study examines teachers’ perspectives on implementing challenging mathematics tasks in the early years of schooling (Foundation– Year 2), focusing on beliefs regarding frequency, timing, and enabling conditions, as well as affective outcomes for teachers and students. Findings are drawn from 82 teachers across 16 schools who completed a research-informed professional learning program, which focused on teaching with challenging tasks in the e…
Motivational shifts experienced by Year 2 students when learning mathematics through sequences of challenging tasks
Gaining accurate insights about young students’ attitudes towards problem-solving in mathematics remains an ongoing area of interest within education research. This study utilised a range of qualitative data sources to identify shifts in motivational factors that Year 2 students self-reported as they learned mathematics through sequences of challenging tasks. The analysis showed that over time, students’ attitudes shifted from external to interna…
Education, Achievement, and Giftedness (4 works) · Mathematics education (4 works) · Mathematics Education and Teaching Techniques (4 works) · Psychology (4 works) · Qualitative research (4 works) · Computer Science (3 works) · Educational Games and Gamification (3 works) · Pedagogy (3 works) · Qualitative property (3 works) · Innovative Teaching and Learning Methods (2 works)