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Biographical Summary

Dr. Susan Jo Russell began her career in education as an elementary classroom teacher. She is currently at the Education Research Collaborative at TERC, where she has directed research and development projects in mathematics education for over 30 years. Her areas of work have included developing elementary curriculum materials for students and professional development models and materials for teaching mathematics in the elementary and middle grades, using text and video as well as online formats. She co-directed the original development and second edition of the NSF-funded elementary curriculum, Investigations in Number, Data and Space® and the professional development materials, Developing Mathematical Ideas. Her research has focused on understanding children’s mathematical understanding and how practicing teachers can learn more about mathematics and about children's mathematical thinking. Current work centers on how young students construct mathematical arguments in the context of ideas that arise naturally from their study of number and operations. In particular, she is interested in how students with a history of poor achievement in grade-level computation and students with a history of excelling in grade-level computation engage together in these ideas.  

Selected Projects

Selected Publications

  • Russell, Susan Jo, Schifter, Deborah, Kasman, Reva, Bastable, Virginia, and Higgins, Traci. (Forthcoming).  But why does it work?: Mathematical argument in the elementary classroom. Portsmouth, NH: Heinemann.
  • Konold, Clifford, Higgins, Traci, Russell, Susan Jo, & Khalil, Khalimahtul. (2014). Data seen through different lenses.  Educational Studies in Mathematics. http://link.springer.com/journal/10649/onlineFirst/page/1
  • Russell, Susan Jo. (2012). CCSSM: Keeping teaching and learning strong. Teaching Children Mathematics, 19:1, 50-56.
  • Russell, Susan Jo, Schifter, Deborah, & Bastable, Virginia. (2011).  Connecting arithmetic to algebra: Strategies for building algebraic thinking in the elementary grades.  Portsmouth, NH: Heinemann.
  • Russell, Susan Jo, Schifter, Deborah, & Bastable, Virginia. (2011). Developing algebraic thinking in the context of arithmetic. In  J. Cai & E. Knuth (Eds.), The development of earlier algebraic thinking: Multiple perspectives.  New York: Springer.
  • Russell, Susan Jo.  (2010).  Learning whole number operations in the elementary classroom.  In D. V. Lambdin & F. K. Lester (Eds.), Teaching and learning mathematics: Translating research to the elementary classroom.  Reston, VA: NCTM.  Pp. 1-8.
  • Schifter, Deborah, Russell, Susan Jo, & Bastable, Virginia. (2009). Early algebra to reach the range of learners.  Teaching Children Mathematics, 16:4, 230-237.
  • Schifter, Deborah, Monk, Steve, Russell, Susan Jo, & Bastable, Virginia. (2008).  Early algebra: What does understanding the laws of arithmetic mean in the elementary grades? In J. Kaput, D. Carraher, and M. Blanton (Eds.) Algebra in the Early Grades. Mahwah, NJ:  Lawrence Erlbaum Associates.  Pp. 413-447.
  • Schifter, Deborah, Bastable, Virginia, & Russell, Susan Jo. Seven sets of professional development materials in the Developing Mathematical Ideas series: Building a System of Tens (1998); Making Meaning for Operations (1998); Examining Features of Shape (2002); Measuring Space in One, Two, and Three Dimensions (2002); Working with Data (2002); Reasoning Algebraically About Operations (2008); Patterns, Functions, and Change (2008). Parsippany, NJ:  Dale Seymour Publications.
  • Russell, Susan Jo, Economopoulos, Karen, Wittenberg, Lucy, et al. (2008).  Investigations in Number, Data, and Space.  A complete K-5 mathematics curriculum. Second edition.  Glenview, IL: Pearson Scott Foresman.