VanDieren, M., Moore-Russo, D., & Seeburger, P. (in press). Technological pedagogical content knowledge for meaningful learning and instrumental orchestrations: A case study of a cross product exploration using CalcPlot3D. To appear in J. P. Howard & J. F. Beyers (Eds.). Teaching and learning mathematics online. Boca Raton, FL: CRC Press.
Nagle, C. R., Martínez-Planell, R., & Moore-Russo, D. (in press). Using APOS theory as a framework for considering slope understanding. Journal of Mathematical Behavior.
Demler, E. L. Nardozzi, S.L., Bloxsom, M., & Moore-Russo, D. (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.
Moore-Russo D., & Demler, E. L. (2018). Mathematical creativity: Views form the field. In N. Amado, S. Carreira, & H. Jones (Eds.) Broadening the scope of research on mathematical problem solving: A focus on technology, creativity and affect (p. 321-345). Cham, Switzerland: Springer
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., Radosta, M., Martin, K., & Hamilton, S. (2017). Context in context: Analyzing interactions in a graduate-level academic Facebook group. International Journal of Educational Technology in Higher Education, 14(19), 1-15. https://doi.org/10.1186/s41239-017-0057-y.
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. 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.
Edwards, L. D., Ferrara, F., & Moore-Russo, D. (Eds.) (2014). Emerging perspectives on gesture and embodiment in mathematics. Charlotte, NC: Information Age Publishing.
Moore-Russo, D., & Shanahan, L. E. (2014). A broader vision of literacy: Including the visual with the linguistic. Journal of Adolescent & Adult Literacy, 57(7), 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.
Hayden, H. 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. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 144-156.
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.
Moore-Russo, D., & Viglietti, J. M. (2012). Using the K5 Connected Cognition Diagram to analyze teachers’ communication and understanding of regions in three-dimensional space. 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.
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.