University at Buffalo

Deborah A. Moore-Russo

Deborah A. Moore-Russo

Associate Professor 10 Months

LEARNING AND INSTRUCTION


Specialty/Research Focus

Higher Education; Mathematics Education; Multimodality, Embodiment, and Digital Literacy

Contact Information
505 Baldy Hall
North Campus
Phone: (716) 645-4069
dam29@buffalo.edu


Education and Training:
  • PhD, University of Oklahoma (1995)
  • MS, Pittsburg State University (1990)
  • BS, Oklahoma Christian College (1988)
Awards and Honors:
  • Open SUNY Center for Online Teaching Excellence Effective Practice, 1st Place Winner; Award for gamification efforts; Open SUNY Center for Online Teaching; 2017-04-19;
  • Open SUNY Exemplar Online Course; Showcased my Teaching of Calculus Course as 1 of 21 exemplar online courses in the entire 64-campus SUNY system, 2015 (See https://bbsupport.sln.suny.edu/bbcswebdav/institution/observation/courses_for_observation.html).; Open SUNY; 2015-11-17;
  • Exceptional Doctoral Mentor Award; Award voted on and given by the LAI-GSA for exception mentoring of doctoral students.; Graduate Student Association for the Department of Learning and Instruction, University at Buffalo; 2015-05-30;
Grants:
Grant:
  • Principal Investigator, Collaborative Research: Improving Conceptual Understanding of Multivariable Calculus Through Visualization Using CalcPlot3D, 2015-2018, National Science Foundation, $75,464.; Federal; National Science Foundation; Awarded; (08/01/2015-07/31/2018)
  • Collaborative Research: Assessment of Product Archaeology as a Platform for Contextualizing Engineering Design Archaeology; Federal; NSF; Awarded; (09/01/2012-08/31/2014)
Publications:
Journal Article:
  • Cho, P., Moore-Russo, D., & Norris, B. (2017). A study of common student practices for determining the domain and range of graphs. Investigations in Mathematics Learning. 9(4), 202-219.
  • Demler, E. L., Nardozzi, S. L., Bloxsom, M., & Moore-Russo, D. A. (2018). Instructional design and facilitation as contributors to social presence in asynchronous online discussion forums. BRC Journal of Advances in Education, 3(1), 15-30. http://dx.doi.org/10.15239/j.brcadvje.2018.03.01.ja02
  • Moore-Russo, D., Grabowski, J., & Wiss, A. (2017). Integration of gamification into course design: A noble endeavor with potential pitfalls. College Teaching, 3 pages, doi:10.1080/87567555.2017.1295016.
  • Moore-Russo, D., Wilsey, J. N., Parthum Sr., M. J., & Lewis, K. (2017). Crossing cultural boundaries: Challenges for engineering students. Theory into Practice, 56(4), 291-299.
  • Nagle, C. R., Casey, S., & Moore-Russo, D. (2017). Slope and line of best fit: A transfer of knowledge case study. School Science and Mathematics. 117(1-2), 13-26.
  • Wolbert, R., Moore-Russo, D., & Son. J.-W. (2016). Identifying students’ transitional conceptions regarding the bell curve. MathAMATYC Educator. 8(1), 15-23.
  • McGee, D. L., Moore-Russo, D., & Martinez Planell, R. (2015). Making implicit multivariable calculus representations explicit: A clinical study. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 25(6), 529-541.
  • McGee, D., & Moore-Russo, D. (2015). Using a technology-supported approach to preservice teachers’ multirepresentational fluency: Unifying mathematical concepts and their representations. Contemporary Issues in Technology and Teacher Education, 15(4), 489-513.
  • Moore-Russo, D., & Waight, N. (2015). Rethinking how mathematics, science and technology are represented in teacher education. Teacher Education and Practice, 28(2/3), 221-238.
  • Moore-Russo, D., Diletti, J., Strzelec, J., Reeb, C., Schillace, J., Martin, A., Arabeyyat, T., Prabucki, K., & Scanlon, S. (2015). A study of how Angry Birds® has been used in mathematics education. Digital Experiences in Mathematics Education, 1(2), 107-132.
  • Moore-Russo, D., Wilsey, J., Grabowski, J., & Bampton, T. M. (2015). Perceptions of online learning spaces and their incorporation in mathematics teacher education. Contemporary Issues in Technology and Teacher Education, 15(3), 283-317
  • Magee, D. L., & Moore-Russo, D. (2015). Impact of explicit presentation of slopes in three dimensions on students' understanding of derivatives in multivariable calculus. International Journal of Science and Mathematics Education, 13(2), 357-384.
  • Nagle, C., & Moore-Russo, D. (2015). Examining the roles of mathematics teacher leaders by reviewing research on the topic of slope. Pennsylvania Teachers of Mathematics Magazine, 53(2), 8-13.
Edited Book:
  • Edwards, L. D., Ferrara, F., & Moore-Russo, D. (Eds.) (2014). Emerging perspectives on gesture and embodiment in mathematics. Charlotte, NC: Information Age Publishing.
Book Chapter:
  • Viglietti, J. M., & Moore-Russo, D. (2018). Digital resources for mathematics teachers: A brave new world. In D. Polly, M. Putman, T. M. Petty, & A.J. Good (Eds). Innovative practices in teacher preparation and graduate-level teacher education programs (pp. 489-510). Hershey, PA: IGI Global.
  • Moore-Russo, D. & Viglietti, J. M.* (2014). Embodied cognition across dimensions of gesture: Considering teachers’ responses to three-dimensional tasks. In L. Edwards, F. Ferrara, & D. Moore-Russo (Eds.), Emerging perspectives on gesture and embodiment in mathematics (pp. 153-173). Charlotte, NC: Information Age Publishing.
Other:
  • Ding, Y., & Moore-Russo, D. (2016). Comparing students’ confidence and competence for the concepts of slope of a line. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Ch. 3, p. 204). Tucson, Arizona: The University of Arizona.
  • Nagle, C., Moore-Russo, D., & Martinez-Planell, R. (2016). A framework for describing conceptions of slope. In M. B. Wood, E. E. Turner, M. Civil, & J. A. Eli (Eds.) Proceedings of the 38th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Ch. 3, pp. 195-198). Tucson, Arizona: The University of Arizona.
  • Grabowski, J., Reed, A., Moore-Russo, D. & Wiss, A. (2016). Gamification in Online Education: How and Why? In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 254-59). Chesapeake, VA: Association for the Advancement of Computing in Education.
  • Moore-Russo, D. & Nagle, C. R. (2015). Understanding future teachers’ intended instruction and assessment of slope. In Beswick, K., Muir, T., Wells, J. (Eds.) Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 189). Hobart, Australia: PME.
  • Nagle, C., Casey, S., Moore-Russo, D. (2015). The role of slope in conceptualizing the line of best fit. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez. (Eds.) Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 260). East Lansing, Michigan: Michigan State.
  • Cho, P., & Moore-Russo, D. (2014). How students come to understand the domain and range for the graphs of functions. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of International Group for the Psychology of Mathematics Education and the North American Group for the Psychology of Mathematics Education (Vol. 2, pp. 281-288). Vancouver, CA: PME.
  • Nagle, C., & Moore-Russo, D. (2014). Examining limits with the Content Engagement Model (CEM). In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of International Group for the Psychology of Mathematics Education and the North American Group for the Psychology of Mathematics Education (Vol. 6, pp. 183). Vancouver, CA: PME.
Presentations:
  • Conferences:
    • Moore-Russo, D. (2018). Transitional conceptions of the orientation of the cross product in CalcPlot3D. Presentation at the 80th Annual Meeting of the Oklahoma –Arkansas Section of the Mathematics Association of America, Russellville, AR; April 13, 2018.;
    • Moore-Russo, D., vanDieren, M., Wilsey, J., Seeburger, P. (2018), Students’ understanding of vectors and cross products: Results from a series of visualization tasks. Presentation at the 21st Annual Conference on Research on Undergraduate Mathematics Education. San Diego, CA; February 22, 2018.;
    • Seebruger, P., vanDieren, M., & Moore-Russo, D. (2018). Improving conceptual understanding of multivariable calculus & differential equations through 3D visualization using CalcPlot3D. Presentation at the 2018 Joint Meetings of the American Mathematical Society and the Mathematical Association of America; San Diego, CA; January 13, 2018.;
    • Grabowski, J., Reed, A., Moore-Russo, D. & Wiss, A. (2016). Gamification in Online Education: How and Why? In Proceedings of Society for Information Technology & Teacher Education International Conference 2016 (pp. 254-59). Chesapeake, VA: Association for the Advancement of Computing in Education.;
    • Cho, P., & Moore-Russo, D. (2014). How students come to understand the domain and range for the graphs of functions. In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of International Group for the Psychology of Mathematics Education and the North American Group for the Psychology of Mathematics Education (Vol. 2, pp. 281-288). Vancouver, CA: PME.;
    • Nagle, C., & Moore-Russo, D. (2014). Examining limits with the Content Engagement Model (CEM). In Liljedahl, P., Nicol, C., Oesterle, S., & Allan, D. (Eds.) Proceedings of the Joint Meeting of International Group for the Psychology of Mathematics Education and the North American Group for the Psychology of Mathematics Education (Vol. 6, pp. 183). Vancouver, CA: PME.;
    • Paper presentation on Assessment of Product Archaeology as a Framework for Contextualizing Engineering Design (with Kemper Lewis), 120st American Society for Engineering Education; Indianapolis, IN; June 17, 2014.;
    Activities:
    Editorial and Review:
    • Reviewer for following journals: Digital Experiences in Mathematics Education, Educational Studies in Mathematics, School Science and Mathematics, Canadian Journal of Science, Mathematics and Technology Education, ZDM
      06/01/2017-05/31/2018
    • Reviewer for papers submitted for presentation at the annual meetings of the: 1) North American Chapter of the International Group for the Psychology of Mathematics Education and 2) the International Group for the Psychology of Mathematics Education,
      06/01/2017-05/31/2018
    • Reviewer for following journals: Teaching and Teacher Education, School Science and Mathematics, Canadian Journal of Science, Mathematics and Technology Education
      06/01/2016-05/31/2017
    • Reviewer for following journals: Teaching and Teacher Education, Advances in Engineering Education, Pythagoras, Journal of Mathematical Behavior
      06/01/2015-05/31/2016
    • Reviewer for multiple journals including: 1) Advances in Engineering Education Journal, 2) Journal of Mathematical Behavior, 3) Teaching and Teacher Education, 4) School Sicence and Mathematics, and 5) Pythagoras.
      06/01/2014-05/30/2015
    Professional Service:
    • Reviewer for papers submitted for presentation at the annual meetings of the: 1) North American Chapter of the International Group for the Psychology of Mathematics Education and 2) the International Group for the Psychology of Mathematics Education,
      06/01/2016-05/31/2017
    • Proposal Assessor, National Research Foundation (South Africa)
      06/01/2015-05/31/2016
    • Screening Committee Member for the Master Teacher Fellow Program for the Western New York region
      06/01/2014-05/30/2015
    • Reviewer for papers submitted for presentation at the annual meetings of the: 1) North American Chapter of the International Group for the Psychology of Mathematics Education, 2) the International Group for the Psychology of Mathematics Education, and 3) American Society for Engineering Education
      06/01/2014-05/30/2015
    • Chair of the Ad Hoc Committee on Feedback, North American Chapter of the International Group for the Psychology of Mathematics Education
      06/01/2014-12/31/2014
    • International Program Committee Member for the International Group for the Psychology of Mathematics Education
      06/01/2014-07/20/2014
    News:

      Contact Information

      505 Baldy Hall
      North Campus
      Phone: (716) 645-4069
      dam29@buffalo.edu