Deborah Moore-Russo

Associate Professor and Co-Director of the Gifted Math Program

Learning and Instruction

 566 Baldy Hall

1. Multimodal communication, visualization, and reasoning related to geometric and spatial concepts, including key topics in the mathematics curriculum (e.g., slope)
2. Use of tools and technology to enhance the meaning-making process in postsecondary STEM education
3. Incorportation of digital experiences and gamified elements in education, especially in online learning involving adults
4. Reflection in teaching and the disciplinary obligation (a teacher's sense of commitment to represent the discipline responsibly that can prompt instructional modifications)
1. Exploration of 2-dimensional concepts common to the secondary curriculum in a 3-dimensional environment
2. Promotion of teachers as members of a professional community of reflective practitioners
3. Teaching and learning of precalculus and calculus
4. Use of digital tools and spaces in mathematics education

Jump to Publications

Educational Background

  • Ph.D., Mathematics Education, University of Oklahoma, 1995
  • M.S., Mathematics, Pittsburg State University, 1990
  • B.S, Mathematics, Oklahoma Christian College, 1988

Selected Collaborative Efforts

The Meaningful Gamification (MeGa) Group looks at the use of game-based elements in instructional settings. For additional information, see the related MeGa Academy Facebook page.

The GeoCons website and its related YouTube channel provide videos related to the use of both physical and digital instruments when doing geometric constructions.

Mathematics Education Faculty Member

For more information on mathematics education programs, please visit UB Math Education Program Information or our UB Math Ed Facebook page.

(only selected peer-reviewed publications follow):


  • Edwards, L. D., Ferrara, F., & Moore-Russo, D. (Eds.) (2014). Emerging perspectives on gesture and embodiment in mathematics.Charlotte, NC: Information Age Publishing.

Peer-Reviewed Journal Articles (other publications not listed)


  • Wolbert, R.Moore-Russo, D., & Son, J.-W. (2017). Identifying students’ transitional conceptions regarding the bell curve. MathAMATYC Educator, 8(1), 15-23.
  • Moore-Russo, D., Radosta, M., Martin, K., & Hamilton, S. (2017). Content in context: analyzing interactions in a graduate-level academic Facebook group. International Journal of Educational Technology in Higher Education, 14(Article 19), found at


  • Nagle, C. R., Casey, S., & Moore-Russo, D. (2016). Slope and line of best fit: A transfer of knowledge case study. School Science and Mathematics, 117(1-2), 13-26.


  • McGee, 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.
  • 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). Can be retrieved from
  • 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.
  • 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., & 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., 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). Can be retrieved from
  • 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.


  • Cho, P., & Moore-Russo, D. (2014). How students come to understand the domain and range for the graphs of functions. MathAMATYC Educator, 5(3), 32-37.
  • Moore-Russo, D., & Shanahan, L. E. (2014). A broader vision of literacy: Including the visual with the linguistic. Journal of Adolescent & Adult Literacy, 57(5), 527-532.
  • Moore-Russo, D., & Wilsey, J. (2014). Delving Into the meaning of productive reflection: A study of future teachers’ reflections on representations of teaching. Teaching and Teacher Education, 37(1), 76-90.
  • Nagle, C., & Moore-Russo, D. (2014). The concept of slope: Comparing teachers’ concept images and instructional content. Investigations in Mathematics Learning, 6(2), 1-18.
  • Nagle, C., & Moore-Russo, D. (2014). Slope across the curriculum: Principles and Standards for School Mathematics and Common Core State Standards. The Mathematics Educator, 23(2), 40-59.
  • van Laren, L., & Moore-Russo, D. (2014). Exploring teachers’ beliefs about algebra: A study of South African teachers from historically disadvantaged backgrounds. Reflective Practice: International and Multidisciplinary Perspectives, 15(2), 160-175.


  • Hayden, E., Moore-Russo, D., Marino, M. R. (2013). One teacher’s reflective journey and the evolution of a lesson: Systematic reflection as a catalyst for adaptive expertise. Teaching and Teacher Education, 29(1), 97-109.
  • McKenna, A. F., Kremmer, G. E. O, Y Moore-Russo, D. (2013). Product dissection and beyond. Advances in Engineering Education, 3(4), 5 pages.
  • Moore-Russo, D., Buchheit, J. & Walker, B. (2013). Cognitive and social themes in children's public television programming in the U.S. Journal of Children and Media, 7(2), 253-272.
  • Moore-Russo, D., Cormier, P. & Lewis, K. (2013). Incorporating a product archaeology paradigm across the mechanical engineering curriculum. Advances in Engineering Education, 3(4), 29 pages.
  • Moore-Russo, D., Viglietti, J. M., Chiu, M. M., & Bateman, S. M. (2013). Teachers’ spatial literacy as visualization, reasoning, and communication. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 144-156.
  • Nagle, C., & Moore-Russo, D. (2013). Connecting slope, steepness, and angles. Mathematics Teacher, 107(4), 272-279.
  • Nagle, C., Moore-Russo, D., Viglietti, J. M., & Martin, K. (2013). Calculus students’ and instructors’ conceptualizations of slope: A comparison across academic levels. International Journal of Science and Mathematics Education, 11(6), 1491-1515.
  • Viglietti, J. M., & Moore-Russo, D. (2013). Future and novice teachers’ use of online mathematics education resources: A look at the first wave of digital natives. New York State Mathematics Teachers’ Journal, 63(2), 57-62.


  • Brijlall,D., Bansilal, S. & Moore-Russo, D.. (2012). Exploring teachers’ conceptions of representations in mathematics in the light of promoting positive deliberative interaction. Pythagoras, 33(2), 60-69,
  • McGee, D., Moore-Russo, D., Ebersole, D. Lomen, D., & Marin Quintero, M. (2012). Visualizing three-dimensional calculus concepts: The study of a manipulative’s effectivenesss. PRIMUS: Problems, Resources, and Issues in Mathematics Undergraduate Studies, 22(4), 265-283.
  • Moore-Russo, D., & Viglietti, J., (2012). Teachers’ communication and understanding of axes in 3-dimensional space: An introduction to the K5 Connected Cognition Diagram. Journal of Mathematical Behavior, 31(2), 235-251.
  • Stanton, M., & Moore-Russo, D. (2012). Conceptualizations of slope: A look at state standards. School Science and Mathematics, 112(5), 270-277.
  • Taylor, D., & Moore-Russo, D. (2012). Capitalizing on the dynamic features of Excel to consider growth rates and limits. MathAMATYC Educator, 3(2), 17-20.
  • Van Laren, L., & Moore-Russo, D. (2012). The most important aspects of algebra: Responses from practicing South African teachers. African Journal of Research in Mathematics, Science and Technology Education, 16(1), 46-59.
  • Weiss, M., & Moore-Russo, D. (2012). Thinking like a mathematician. Mathematics Teacher, 106(4), 269-273.


  • Lewis, K., Hulme, K., Kasprzak, E., Moore-Russo, D., & Fabiano, G. (2011). Motion simulation experiments for driver behaivor and road vehicle dynamics. and interactive gaming. Journal of Computing and Information Science in Engineering, , 11(4), 10 pages, doi:10.1115/1.3617437.
  • Cortés-Figueroa, J. E., Pérez, W., López, J. R., Moore-Russo, D. , & (2011). An analogy using pennies and dimes to explain chemical kinetics concepts. Journal of Chemical Education, 88(7), 932-936.
  • Moore-Russo, D., Conner, A., & Rugg, K. I. (2011). Can slope be negative in 3-space? Studying concept image of slope through collective definition construction. Educational Studies in Mathematics, 76(1). 3-21.
  • Moore-Russo, D., & Viglietti, J. (2011). Teachers’ reactions to animations as representations of practice. ZDM, The International Journal on Mathematics Education (formerly Zentralblatt für Didaktik der Mathematik), 43(1), 161-173.
  • Moore-Russo, D., & Weiss, M. (2011). Practical rationality, the disciplinary obligation, and authentic mathematical work: A look at geometry. The Mathematics Enthusiast, 8(3), 463-482.
  • Mosqueda, G., Ahmadizadeh, M., Moore-Russo, D., & Tangalos, S. (2011). Internet-based instructional module exposing middle school students to structural and earthquake engineering. Computer Applications in Engineering Education, 19(4), 724-732.
  • Mudaly, V. & Moore-Russo, D. (2011). South African teachers’ conceptualisations of gradient: A study of historically disadvantaged teachers in an Advanced Certificate in Education programme. Pythagoras, 32(1), 27-33.


  • Moore-Russo, D., Grantham, K., Lewis, K., Bateman, S. M. (2010). Comparing physical and cyber-enhanced product dissection: An analysis from multiple perspectives. International Journal of Engineering Education, 26(6), 1378-1390.
  • Spahn, M., Lancaster, R., Moore-Russo, D., & Rising, G. (2010). An unexpected use of primes: Solving sudokus by calculator. Mathematical Gazette, 94(530), 224-232.

2009 and earlier

  • Hulme, K., Kasprzak, E., English, K., Moore-Russo, D., & Lewis, K. (2009). Experiential learning in vehicle dynamics education via motion simulation and interactive gaming. International Journal of Computer Games Technology, Volume 2009, Article ID 952524, 15 pages, doi:10.1155/2009/952524.
  • Moore-Russo, D. & Illuzzi, L. (2007). Creating a problem solving and posing environment. New York State Mathematics Teachers’ Journal, 57(1), 26-28.
  • Moore-Russo, D. A., & Cortés-Figueroa, J. E. (2006). Using a CBL unit, a temperature sensor, and a graphing calculator to model the kinetics of consecutive first-order reactions as safe in-class demonstrations. Journal of Chemical Education, 83(1), 64-68.
  • Cortés-Figueroa, J. E., & Moore-Russo, D. A. (2006). [60]Fullerene displacement from (dihapto-Buckminster-fullerene) pentacarbonyl tungsten (0): An experiment for the inorganic chemistry laboratory II. Journal of Chemical Education, 83(11), 1670-1673.
  • Moore-Russo, D. A., & Golzy, J. B. (2005). Helping students connect functions and their representations. Mathematics Teacher, 99(3), 156-160.
  • Cortés-Figueroa, J. E., & Moore-Russo, D. A. (2004). Promoting graphical thinking: Using temperature and a graphing calculator to teach kinetics concepts. Journal of Chemical Education, 81(1), 69-71.
  • Moore-Russo, D. A., & Schwarz, M.C. (2003). Mathematics that will rock you like a hurricane. Online Journal of School Mathematics, 2(1), Article 2.
  • Moore-Russo, D.A., & Schwarz, M. (2003). Fishy fun under the sun: A week of geometry connections. Mathematics Teaching in the Middle School, 9(2), 78-82.
  • Buxeda, R., & Moore-Russo, D.A. (2003). Enhancing biology instruction with the Human Genome Project. The American Biology Teacher, 65(9), 624-628.
  • Cortés-Figueroa, J.E., & Moore, D.A. (2002). Using a graphing calculator to determine a first-order rate constant when the infinity reading is unknown. Journal of Chemical Education, 79(12), 1462-1464.
  • Moore, D.A. (2001). Using manipulatives in undergraduate mathematics courses. Journal of Mathematics and Science: Collaborative Explorations, 4(2), 67-73.
  • Buxeda, R., & Moore, D.A. (2001). Expanding a learner-centered environment using group reports and constructivist portfolios. Microbiology Education Journal, 2(1), 12-17.
  • Buxeda, R., & Moore, D.A. (2001). Expanding a learner-centered environment using group reports and constructivist portfolios. Microbiology Education Journal, 2(1), 12-17.
  • Moore, D.A., & Cortés-Figueroa, J.E. (2001). Hands-on discovery of mirror planes. Journal of Chemical Education, 78(1), 49.
  • Buxeda, R., & Moore, D.A. (2000). Using learning styles data to design a better microbiology course. Journal of College Science Teaching, 24(3), 159-164.
  • Buxeda, R., & Moore, D.A. (2000). Transforming a sequence of microbiology courses using student profile data. Microbiology Education, 1(1), 1-6.
  • Moore, D.A. (1999). Some like it hot: Promoting graphical thinking using temperature. Teaching Children Mathematics, 5(9), 538-543.
  • Cortés-Figueroa, J.E., & Moore, D.A. (1999). Using CBL technology and a graphing calculator to teach the kinetics of consecutive first-order reactions. Journal of Chemical Education, 76(5), 635-637.