Prof David Clarke's Publications

Scholarly Books

Xu, L., Aranda, G., Widjaja, W., & Clarke, D. (Eds.). (2019). Video-based research in education: Cross-disciplinary perspectives. New York: Routledge. (View book information)

Leung, F., Park, K., Holton, D., & Clarke, D. J. (Eds.) (2014). Algebra Teaching around the world. Rotterdam: Sense Publishers. (View book information)

Kaur, B., Anthony, G., Ohtani, M. & Clarke, D. J. (2013). Student Voice in Mathematics Classrooms around the World. Rotterdam, Netherlands: Sense Publishers. (View book information)

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. J. (Eds.) (2010). Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers. (View book information)

Clarke, D. J., Keitel, C., & Shimizu, Y. (Eds.) (2006). Mathematics Classrooms in Twelve Countries: The Insider’s Perspective. Rotterdam: Sense Publishers. (View book information)

Clarke, D. J., Emanuelsson, J., Jablonka, E., & Mok, I.A.C. (Eds.). (2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers. (View book information)

Clarke, D. J. (Ed.) (2001). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands. (View book information)

Clarke, D. J. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press (ISBN 1-55953-201-7), also published as: Clarke, D. J. (2002). Evaluación constructive en Matemáticas (Constructive Assessment in Mathematics), Grupo Editorial Iberoamérica (translated into Spanish by Homero Flores).

M. Stephens, A. Waywood, D. Clarke, & J. Izard (Eds.), Communicating mathematics: Perspectives from classroom practice and current research. Melbourne: Australian Council of Educational Research.

Clarke, D. J. (1989). Assessment alternatives in mathematics. Canberra: Curriculum Development Centre (ISBN 186366 0194)

Scholarly Book Chapters

Chan, M. C. E., Ochoa, X., & Clarke, D. J. (2020). Multimodal learning analytics in a laboratory classroom. In M. Virvou, E. Alepis, G. A. Tsihrintzis & L. C. Jain (Eds.), Machine learning paradigms: Advances in learning analytics (pp. 131-156). Cham, Switzerland: Springer. (View chapter information)

Clarke, D. J., & Chan, M. C. E. (2020). Dialogue and shared cognition: An examination of student-student talk in the negotiation of mathematical meaning during collaborative problem solving. In N. Mercer, R. Wegerif & L. Major (Eds.), International handbook of research on dialogic education (pp. 581-592). Abingdon, Oxon, United Kingdom: Routledge. (View book information)

Chan, M. C. E., Mesiti, C., & Clarke, D. J. (2019). Problematising video as data in three video-based research projects in mathematics education. In G. Kaiser & N. Presmeg (Eds.), Compendium for early career researchers in mathematics education (pp. 199-218). Cham, Switzerland: Springer. (Download chapter)

Clarke, D. J., & Chan, M. C. E. (2019). The use of video in classroom research: Window, lens or mirror. In L. Xu, G. Aranda, W. Widjaja & D. Clarke (Eds.), Video-based research in education: Cross-disciplinary perspectives (pp. 5-18). New York: Routledge. (View chapter information)

Xu, L., & Clarke, D. J. (2019). Validity and comparability in cross-cultural video studies of classrooms. In L. Xu, G. Aranda & D. Clarke (Eds.), Video-based research in education: Cross-disciplinary perspectives (pp. 19-33). New York: Routledge.

Chan, M. C. E., & Clarke, D. (2019). Video-based research in a laboratory classroom. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke (Eds.), Video-based research in education: Cross-disciplinary perspectives (pp. 107-123). New York: Routledge. (View chapter information)

Widjaja, W., Williams, G., & Clarke, D. (2019). Part 1: The roles of video in education research: Overview. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke (Eds.), Video-based research in education: Cross-disciplinary perspectives (pp. 1-3). New York: Routledge.

Xu L., Clarke D. (2018). Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai and Tokyo. In U. Gellert, C. Knipping, & H. Straehler-Pohl (Eds), Inside the mathematics class: Advances in mathematics education (pp. 315-334). Springer, Cham.

Ziebell, N., Ong, A., & Clarke, D. J. (2017). Aligning curriculum, instruction and assessment. In T. Bentley & G. Savage (Eds.), Educating Australia: Challenges for the decade ahead (pp. 257-276). Melbourne: MUP Academic.

Clarke, D. J. (2017). EqualPrimes- A Foreword: In celebration of the cross-country researcher. In M. Hackling, J. Ramseger, H-L. S. Chen (Eds), Quality teaching in primary science education (pp. v–vii). Rotterdam: Springer International Publishing.

Clarke, D. J. (2016). Introduction: Putting variation theory to work. In R. Huang & Y. Li (Eds.), Teaching and learning mathematics through variation: Confucian heritage meets Western theories (pp. 367-370). Rotterdam: Sense Publishers.

Clarke, D. J. (2015). Faith, hope and charity: Theoretical lenses on affect. In B. Pepin & B. Roesken-Winter (Eds.), From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions (pp. 119-134). Rotterdam: Springer

Mok, I. A. C. & Clarke, D. J. (2015). The contemporary importance of triangulation in a post-positivist world: Examples from the Learner’s Perspective Study. In A. Bikner-Ahsbahs, C. Knipping, & N. Presmeg (Eds.), Approaches to qualitative research in mathematics education: Examples of methodology and methods (pp. 403-425). Dordrecht: Springer.

Clarke, D. J. (2014). Preface to Part 1: Transforming mathematics instruction with a focus on changes in instructional practice. In Y. Li, E. A. Silver, & S. Li (Eds.), Transforming mathematics instruction – Multiple approaches and practices (pp. 15-19). Dordrecht: Springer.

Leung, F. K. S., Clarke, D. J., Holton, D., & Park, K. (2014). How is algebra taught around the world? In F. Leung, K. Park, D. Holton, & D. J. Clarke (Eds.), Algebra teaching around the world (pp. 1-16). Rotterdam: Sense Publishers,.

Anthony, G., Kaur, B., Ohtani, M. & Clarke, D. J. (2013). The Learners Perspective Study: Attending to student voice. In K. Berinderjeet, G. Anthony, M. Ohtani & D. Clarke (Eds.), Student voice in mathematics classrooms around the world (pp. 1-12).Rotterdam, Netherlands: Sense Publishers.

Brown, T. & Clarke, D. J. (2013). Institutional contexts for research in mathematics education. In M. A. Clements, A.J. Bishop, C. Keitel, J. Kilpatrick, & F. Leung (Eds.), Third international handbook of mathematics education (pp. 459-484).New York, United States: Springer.

Clarke, D. J. (2013). International comparative research into educational interaction: constructing and concealing difference. In K. Tirri & E. Kuusisto (Eds.), Interaction in educational domains (pp. 5-24).Rotterdam, Netherlands: Sense Publishers.

Clarke, D. J., Xu, L., & Wan, V. (2013). Spoken mathematics as an instructional strategy: The public discourse of mathematics classrooms in different countries. In B. Kaur, G. Anthony & D. Clarke (Eds.), Student voice in mathematics classrooms around the world (pp.13-32). Rotterdam: Sense Publishers.

Clarke, D. J., Xu, L., & Wan, V. (2013). Students speaking mathematics: Practices and consequences for mathematics classrooms in different countries. In B. Kaur, G. Anthony & D. Clarke (Eds.), Student voice in mathematics classrooms around the world (pp. 33-52). Rotterdam: Sense Publishers.

Clarke, D. J. (2011). Open-ended tasks and assessment: The nettle or the rose. In B. Kaur & K. Y. Wong (Eds.) Assessment in the mathematics classroom (pp. 131-163). Singapore: World Scientific Publishing,.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. J. (2010). The role of mathematical tasks in different cultures. Chapter 1 in Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.), Mathematical tasks in classrooms around the world (pp. 1– 4). Rotterdam: Sense Publishers.

Mesiti, C. & Clarke, D. J. (2010). A functional analysis of mathematical tasks in China, Japan, Sweden, Australia and the U.S.A.: Voice and agency. In Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.), Mathematical tasks in classrooms around the world (pp. 185-216). Rotterdam: Sense Publishers.

Clarke, D. J. (2010). Appendix A: The LPS research design. In Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.), Mathematical tasks in classrooms around the world (pp. 217-232). Rotterdam: Sense Publishers.

Clarke, D. J., Mitchell, C. & Bowman, P. (2009). Optimising the use of available technology to support international collaborative research in mathematics classrooms. In T. Janik & T. Seidel (Eds.) The power of video studies in investigating teaching and learning in the classroom (pp. 39-60), New York: Waxmann.

Remedios, L. & Clarke, D. J. (2009). Cultural origins of patterns of participation in multi-cultural classrooms. In M. César & K. Kumpulainen (Eds.), Social interactions in multicultural settings (pp. 297-327). Dordrecht: Sense Publishers.

Clarke, D. J., Keitel, C., & Shimizu, Y. (2006). The Learner’s Perspective Study. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider’s perspective (pp. 1-14). Rotterdam: Sense Publishers.

Clarke, D. J. (2006). The LPS Research Design. In D. J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics classrooms in twelve countries: The insider’s perspective (pp. 15-37). Rotterdam: Sense Publishers.

Clarke, D. J., Emanuelsson, J., Jablonka, E., & Mok, I. A. C. (2006). The Learner’s Perspective Study and international comparisons of classroom practice. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.), Making connections: Comparing mathematics classrooms around the world (pp. 1-22). Rotterdam: Sense Publishers.

Clarke, D. J., Mesiti, C., Jablonka, E., & Shimizu, Y. (2006). Addressing the challenge of legitimate international comparisons: Lesson structure in the USA, Germany and Japan. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.). Making connections: Comparing mathematics classrooms around the world (pp. 23-46). Rotterdam: Sense Publishers.

Mesiti, C. & Clarke, D. J. (2006). Beginning the lesson: The first ten minutes. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.). Making connections: comparing mathematics classrooms around the world (pp. 47-72).Rotterdam: Sense Publishers.

O’Keefe, C., Xu, L. H., & Clarke, D. J. (2006). Kikan-Shido: Between desks instruction. In D. J. Clarke, J. Emanuelsson, E. Jablonka, & I. A. C. Mok (Eds.). Making connections: Comparing mathematics classrooms around the world (pp. 73-106). Rotterdam: Sense Publishers.

Clarke, D. J. (2006). Deconstructing dichotomies: Arguing for a more inclusive approach. In D. J. Clarke, J. Emanuelsson, E. Jablonka, and I. A. C. Mok (Eds.), Making connections: Comparing mathematics classrooms around the world (pp. 215-236). Rotterdam: Sense Publishers.

Clarke, D. J. (2006). Appendix A: The LPS research design. In D. J. Clarke, J. Emanuelsson, E. Jablonka, and I. A. C. Mok (Eds.), Making connections: Comparing mathematics classrooms around the world (pp. 237-252). Rotterdam: Sense Publishers.

Clarke, D. J., Shimizu, Y., Ulep, S.A., Gallos, F.L., Sethole, G., Adler, J., & Vithal, R. (2006). Cultural diversity and the learner’s perspective: Attending to voice and context. In F. K. S. Leung, K-D. Graf, & F. J. Lopez-Real (Eds.) Mathematics education in different cultural traditions – A comparative study of East Asia and the West: The 13th ICMI Study (pp. 353-380). New York: Springer.

Clarke, D. J. (2003). International comparative studies in mathematics education. In A. J. Bishop, M. A. Clements, C. Keitel, J. Kilpatrick, & F. K. S. Leung (Eds.), Second international handbook of mathematics education (pp. 145-186). Dordrecht: Kluwer Academic Publishers.

Clarke, D. J. (2001). Negotiating Meanings – An Introduction. Chapter 1 in D. J. Clarke (Ed.). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands, 1-13.

Clarke, D. J. (2001). Complementary Accounts Methodology. Chapter 2 in D. J. Clarke (Ed.). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands, 13-32.

Clarke, D. J. (2001). Untangling Uncertainty, Negotiation and Intersubjectivity. Chapter 3 in D. J. Clarke (Ed.). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands, 33-52.

Clarke, D. J. (2001). Teaching/Learning. Chapter 12 in D. J. Clarke (Ed.). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands, 291-320.

Helme, S. & Clarke, D. J. (2001). Cognitive Engagement in the Mathematics Classroom. Chapter 7 in D. J. Clarke (Ed.). Perspectives on practice and meaning in mathematics and science classrooms. Kluwer Academic Press: Dordrecht, Netherlands, 131-154.

Lesh, R. & Clarke, D. J. (2000). Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education. Chapter 6 in A. Kelly and R. Lesh (Eds.), Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ: Lawrence Erlbaum, pp. 113-150 (ISBN 0-8058-3281-5).

Clarke, D. J. (1999). Refraction and Reflection: Modelling the Negotiation of Meaning in Science and Mathematics Classrooms. In J. Baird (Ed.) Reflecting Teaching Learning: Perspectives on Educational Improvement. Melbourne: Hawker Brownlow Education, pp. 167-180 (ISBN 1 74025 054 0).

Clarke, D. J. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology. Chapter 7 in A. Teppo (Ed.) Qualitative research methods in mathematics education. Monograph Number 9 of the Journal for Research in Mathematics Education. Reston, VA: NCTM, pp. 98-111 (ISBN 0-87353-459-X).

Clarke, D. J. & Helme, S. (1998). Context as construction. In O. Bjorkqvist (Ed.) Mathematics Teaching from a Constructivist Point of View. Vasa, Finland: Faculty of Education, Abo Akademi University, 129-147 (ISBN 952-12-0151-7).

Clarke, D. J. & Stephens, M. (1998). Assessment Issues in Mathematics Teaching. Chapter 5 in N. Ellerton (Ed.) Issues in Mathematics Education in Australia, Perth: MASTEC, pp. 76-94 (ISBN 0-7298-0320-1).

Clarke, D. J. (1996). Assessment. Chapter 9 in A. Bishop (Ed.). International Handbook of Mathematics Education. Dordrecht, The Netherlands: Kluwer, pp. 327-370.

Clarke, D. J., & Stephens, M. (1996). The ripple effect: The instructional impact of the systemic introduction of performance assessment in mathematics. In M. Birenbaum, & F.J.R.C. Dochy (Eds.). Alternatives in assessment of achievements, learning processes and prior knowledge (pp. 63-92). Boston, MA: Kluwer.

Clarke, D. J. (1996). Activating Assessment Alternatives in Mathematics. In D. V. Lambdin, P. E. Kehle, & R. V. Preston (Eds.) Emphasis on Assessment: Readings from NCTM’s School-based Journals. Reston, Virginia: NCTM, 9-13.

Clarke, D. J. (1996). Quality Mathematics: How Can We Tell? In D. V. Lambdin, P. E. Kehle, & R. V. Preston (Eds.) Emphasis on Assessment: Readings from NCTM’s School-based Journals. Reston, Virginia: NCTM, 70-72.

Clarke, D. J. (1993). The language of assessment. Chapter 15 in M. Stephens, A. Waywood, D. J. Clarke, & J. Izard. (Eds) (1993) Communicating mathematics – perspectives from current research and classroom practice in Australia. Published jointly by the Australian Association of Mathematics Teachers (AAMT) and ACER, Hawthorn, Victoria.

Clarke, D. J. (1992). The role of assessment in determining mathematics performance. Chapter 7 in G. Leder (Ed) Assessment and learning of mathematics. Hawthorn: Australian Council for Educational Research, 145 – 168.

Clarke, D. J., Stephens, W.M., and Waywood, A. (1992). Communication and the learning of mathematics. Chapter 10 in T.A. Romberg (ed.) Mathematics assessment and evaluation: Imperatives for mathematics educators. Albany, New York: The State University of New York (SUNY) Press.

Clarke, D. J., Clarke, D.M. and Lovitt, C.J. (1990). Changes in Mathematics Teaching Call for Assessment Alternatives. In T.J. Cooney and C.R. Hirsch (eds.) Teaching and learning mathematics in the 1990s. Reston, VA: NCTM, 118 – 129.

Refereed Journal Articles

Dong, L., Seah, W. T., Cao, Y., & Clarke, D. (2019). Student talk in large-size mathematics classrooms: A case study of a sequence of ten consecutive lessons in China. Asia Pacific Education Review. doi:10.1007/s12564-019-09577-1

Dong, L., Clarke, D., Cao, Y., Wang, L., & Seah, W. T. (2018). Teacher questioning practices over a sequence of consecutive lessons: A case study of two mathematics teachers. Sustainability, 11(1), 1-18. doi:10.3390/su11010139 Available at https://ideas.repec.org/a/gam/jsusta/v11y2018i1p139-d193573.html

Dong, L., Seah, W. T., & Clarke, D. (2018). Pedagogical tensions in teacher’s questioning practices in the mathematics classroom: A case in mainland China. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 167-181. doi:10.12973/ejmste/79630 Available at https://www.ejmste.com/article/pedagogical-tensions-in-teachers-questioning-practices-in-the-mathematics-classroom-a-case-in-5250

Ziebell, N. and Clarke, D. J. (2018). Curriculum alignment: performance types in the intended, enacted and assessed curriculum in primary mathematics and science classrooms. Studia Paedagogica, 23(2), 175-203. doi:10.5817/SP2018-2-10

Johnson, H. L., Coles, A., & Clarke, D. J. (2017). Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students. ZDM-The International Journal on Mathematics Education, 49(6), 813-822. doi:10.1007/s11858-017-0894-0

Kuntze, S., Aizikovitsh-Udi, E., & Clarke, D. J. (2017). Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking. ZDM-The International Journal on Mathematics Education, 49(6), 923-935. doi:10.1007/s11858-017-0874-4

Chan, M. C. E. & Clarke, D. J. (2017). Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving. ZDM: Mathematics Education, 49(6), 951-963. doi:10.1007/s11858-017-0876-2

Hollingsworth, H., & Clarke, D. J. (2017). Video as a tool for focusing teacher self-reflection: supporting and provoking teacher learning. Journal of Mathematics Teacher Education, 20(5), 457-475. doi: 10.1007/s10857-017-9380-4.

Chan, M. C. E., Clarke, D. J., & Cao, Y. (2017). The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China. Mathematics Education Research Journal, 30(1), 39-50. doi:10.1007/s13394-017-0209-3

Chan, M. C. E., Clarke, D. J., Clarke, D. M., Roche, A., Cao, Y., & Peter-Koop, A. (2017). Learning from Lessons: studying the structure and construction of mathematics teacher knowledge in Australia, China and Germany. Mathematics Education Research Journal, 30(1), 89-102. doi:10.1007/s13394-017-0214-6 (View article)

Seah, L. H., Clarke, D. J., & Hart, C. (2015). Understanding Middle School Students’ Difficulties in Explaining Density from a Language Perspective. International Journal of Science Education, 37(14), 2386-2409.

Roche, A., Clarke, D. M., Clarke, D. J., & Sullivan, P. (2014). Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these. Mathematics Education Research Journal, 26, 853-870.

Arnold, J. & Clarke, D. J. (2014). What is ‘agency’? Perspectives in science education research. International Journal of Science Education, 36(5), 735-754.

Aizikovitsh-Udi, E., Clarke, D. J. & Kuntze, S. (2014). Hybrid Tasks: Promoting Statistical Thinking and Critical Thinking through the Same Mathematical Activities. PNA, 8(3), 115-126.

Fang, S-C., Hart, C., & Clarke, D. J. (2014). Unpacking the Meaning of the Mole Concept for Secondary School Teachers and Students. Journal of Chemical Education,91(3), 351-356. doi:10.1021/ed400128x Available at https://pubs.acs.org/doi/abs/10.1021/ed400128x

Li, D., Remedios, L., & Clarke, D. (2014). Chinese students group work practices and experiences in China. Higher Education, 68(2), 227-241.

Seah, L., Clarke, D. J., & Hart, C.E. (2014). Understanding the language demands on science students from an integrated science and language perspective. International Journal of Science Education, 36(6), 952-973.

Shahrill, M. & Clarke, D. J. (2014). Brunei teachers’ perspectives on questioning: Investigating the opportunities to “talk” in mathematics lessons. International Education Studies, 7(7), doi: 10.5539/ies.v7n7p1 Available at http://www.ccsenet.org/journal/index.php/ies/article/view/35568

Wang, L., Zhang, R., Clarke, D. J., & Wang, W. (2014). Enactment of Scientific Inquiry: Observation of Two Cases at Different Grade Levels in China Mainland. Journal of Science Education and Technology, 23, 280-297.

Willetts, G., & Clarke, D. J. (2014). Constructing Nurses’ Professional Identity through Social Identity Theory. International Journal of Nursing Practice, 20(2): 164-169.

Clarke, D. J. (2013). Contingent conceptions of accomplished practice: the cultural specificity of discourse in and about the mathematics classroom. ZDM: Zentralblatt fur Didaktik der Mathematik, 45(1), 21-33.

Clarke, D. J., Hollingsworth, H.F., & Gorur, R. (2013). Facilitating reflection and action: the possible contribution of video to mathematics teacher education. Sisyphus: Journal of Education, 1(3): 94-121.

Sullivan, P., Clarke, D.J, Clarke, D., Farrell, L., & Gerrard, J. (2013). Processes and priorities in planning mathematics teaching. Mathematics Education Research Journal, 25(4), 457-480.

Gerrard, J., Albright, J., Clarke, D. J., Clarke, M., Farrell, L., Freebody, P., & Sullivan, P. (2013). Researching the creation of a national curriculum from systems to classrooms. Australian Journal of Education, 57(1), 60-73.

Remedios, L., Clarke, D., & Hawthorne, L. (2012). Learning to listen and listening to learn: one student’s experience of small group collaborative learning. The Australian Educational Researcher, 39(3), 333-348.

Xu, L., & Clarke, D. (2012). Student difficulties in learning density: A distributed cognition perspective. Research in Science Education, 42(4), 769-789.

Xu, L., & Clarke, D. (2012). What Does Distributed Cognition Tell Us about Student Learning of Science? Research in Science Education, 42(3), 491-510.

Xu, L. & Clarke, D. (2013). Meta-rules of discursive practice in mathematics classrooms from Seoul, Shanghai, and Tokyo. ZDM – The International Journal on Mathematics Education, 45(1), 61-72.

Clarke, D. J., Clarke, D. M., & Sullivan, P. (2012). How do mathematics teachers decide what to teach? Curriculum authority and sources of information accessed by Australian teachers. Australian Primary Mathematics Classroom, 17(3), 9-12.

Clarke, D. M., Clarke, D. J., & Sullivan, P. (2012). Important Ideas in Mathematics: What are they and where do you get them? Australian Primary Mathematics Classroom, 17(3), 13-18.

Kang, Y.-y., Cao, Y., Xu, L., & Clarke, D. (2012). 中、澳、芬数学课程标准中内容分布的比较研究. [A comparative study of content settings of mathematics curriculum standards from China, Australia, and Finland]. 教育学报 [Journal of Educational Studies], 8(1), 62-66.

Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Teacher decisions about planning and assessment in primary mathematics. Australian Primary Mathematics Classroom, 17(3), 20-23.

Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Choosing tasks to match the content you are wanting to teach. Australian Primary Mathematics Classroom, 17(3), 24-27.

Sullivan, P., Clarke, D. J., & Clarke, D. M. (2012). Reasoning in the Australian Curriculum: Understanding its meaning and using the relevant language. Australian Primary Mathematics Classroom, 17(3), 28-32.

Sullivan, P., Clarke, D. M., Clarke, D. J., Albright, J., Farrell, L., Freebody, P., Gerrard, J., & Michels, D. (2012).Teachers’ planning processes: Seeking insights from Australian teachers. Australian Primary Mathematics Classroom, 17(3). 4-8.

Haja, S., & Clarke, D. (2011). Middle school students’ responses to two-tier tasks. Mathematics Education Research Journal, 23(1), 67-76. doi:10.1007/s13394-011-0004-5

Li, D., Remedios, L., & Clarke, D. J. (2011). Chinese students’ perception of out-of-class groupwork in Australia. The Australian Educational Researcher, 37(3), 95-112.

Seah, L. H., Clarke, D. J. & Hart, C. (2011). Understanding students’ language use about expansion through analyzing their lexicogrammatical resources. Science Education, 95(5), 852-876.

Clarke, D., Xu L., & Wan, M. E. V. (2010). Student speech as an instructional priority: Mathematics classrooms in seven culturally-differentiated cities. Procedia Social and Behavioral Sciences, 2, 3811- 3817.

Clarke, D. J., Xu, L., & Wan, V. (2010). Spoken mathematics as a distinguishing characteristic of mathematics classrooms in different countries. Mathematics Bulletin – a journal for educators (China), Volume 49, Special Issue (Y. Li & Z. Huan (Eds.), Mathematics education: perspectives and practices in the East and West), 1 -12.

Suri, H. & Clarke, D. J. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Reviews of Educational Research, 79(1), 395-430.

Clarke, D. J. & Xu, L.H. (2008). Distinguishing between mathematics classrooms in Australia, China, Japan, Korea and the USA through the lens of the distribution of responsibility for knowledge generation: Public oral interactivity versus mathematical orality. ZDM – The International Journal in Mathematics Education, 40(6), 963-981.

Clarke, D. J., Mesiti, C., O’Keefe, C., Xu, L.H., Jablonka, E., Mok, I. A. C., & Shimizu, Y. (2008). Addressing the challenge of legitimate international comparisons of classroom practice. International Journal of Educational Research, 46(5), 280-293.

Remedios, L., Clarke, D. J., & Hawthorne, L. (2008). The silent participant in small group collaborative learning contexts. Active Learning in Higher Education, vol. 9(3), 201-216.

Remedios, L. Clarke, D., & Hawthorne, L. (2008) Framing Collaborative Behaviours: Listening and Speaking in Problem-Based Learning. The Interdisciplinary Journal of Problem-based Learning, 2(1): 1-20. Available at https://docs.lib.purdue.edu/ijpbl/vol2/iss1/3/

Clarke, D. J. Goos, M., & Morony, W. (2007). Problem solving and working mathematically: An Australian perspective. Zentralblatt für Didaktik der Mathematik (ZDM International Journal of Mathematics Education), 39, 475-490.

Clarke, D. J. (2006). Using international comparative research to contest prevalent oppositional dichotomies. Zentralblatt für Didaktik der Mathematik, 38(5), 376-387.

Holton, D. & Clarke, D. J. (2006). Scaffolding and Metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.

Clarke, D. J. (2005). Instructed Learning: An Integrative Perspective on Classroom Practice and Learning. The Mathematics Educator, 8(2), 34-52 (published through the National Institute of Education, Singapore).

Molloy, E. & Clarke, D. J. (2005). The positioning of physiotherapy students and supervisors in feedback sessions. Focus on Health Professional Education: A multi-disciplinary journal, 7: 79-90.

Lobato, J., Clarke, D. J., & Ellis, A. B. (2005). Initiating and Eliciting in Teaching: A Reformulation of Telling. Journal for Research in Mathematics Education, 36(2), 101-136.

Clarke, D.J ., Breed, M., & Fraser, S. (2004). The consequences of a problem-based mathematics curriculum. The Mathematics Educator, 14(2), 7-16. Available at http://journaldatabase.info/articles/consequences_problem-based_mathematics.html

Wilson, J. & Clarke, D. J. (2004). Towards a model of mathematical metacognition. Mathematics Education Research Journal, 16(2), 25-48.

Helme, S. & Clarke, D. J. (2001). Identifying cognitive engagement in mathematics classrooms. Mathematics Education Research Journal 13(2), 133-153.

Clarke, D. J. & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.

Barnes, M., Clarke, D. J. & Stephens, W.M. (2000). Assessment as the Engine of Systemic Reform. Journal of Curriculum Studies 32(5), 623-650.

Clarke, D. J. & Hollingsworth, H. (2000). Seeing is understanding: Examining the merits of video and narrative cases. Journal of Staff Development 21(4), 40-43.

Clarke, D. J. (1995). Quality mathematics: How can we tell? The Mathematics Teacher 88(4), 326 – 328.

Clarke, D. J., Waywood, A., & Stephens, M. (1993). Probing the structure of mathematical writing. Educational Studies in Mathematics. 25(3), 235 – 250.

Clarke, D. J. (1992). Activating Assessment Alternatives in Mathematics. Arithmetic Teacher 39(6), February, 24 – 29.

Peter, A., Clarke, D. J., & Carlin, P. (1992). Facilitating change for secondary mathematics teachers. Journal of Science and Mathematics Education in Southeast Asia vol. XV(2), 67 – 79.

Sullivan, P. & Clarke, D. J. (1992). Problem solving with conventional mathematics content: Responses of pupils to open mathematical tasks. Mathematics Education Research Journal 4(1), 42 – 60.

Sullivan, P. & Clarke, D. J. (1991). Catering to all abilities through “Good” questions. Arithmetic Teacher 39(2), October, 14 – 18.

Clarke, D. J. & Sullivan, P. (1990). Is a question the best answer? The Australian Mathematics Teacher 46(3), 30 – 33.

Clarke, D. J. and McDonough, A. (1989). The problems of the problem solving classroom. The Australian Mathematics Teacher 45(2), 20 – 24.

Sullivan, P. & Clarke, D. J. (1988). Asking Better Questions. Journal of Science and Mathematics Education in South East Asia, June,14 – 19.

Clarke, D. J. (1987). A Rationale for Assessment Alternatives in Mathematics. The Australian Mathematics Teacher 43(3), 8 – 10.

Clarke, D. J. (1987). The Interactive Monitoring of Children’s Learning of Mathematics. For the learning of mathematics 7(1), 2 – 6.

Clarke, D. J. (1986). Conceptions of Mathematical Competence. Research in Mathematics Education in Australia, No. 2, 17 – 23.

Clarke, D. J. (1985). The Impact of Secondary Schooling and Secondary Mathematics on Student Mathematical Behaviour. Educational Studies in Mathematics 16(3), 231 – 257.

Clarke, D. J. (1984). Secondary Mathematics Teaching: Towards a Critical Appraisal of Current Practice. Vinculum 21(4), 16 – 21.

Clarke, D. J. (1983). Three-Way Tug of War – a Vector Activity. The Australian Mathematics Teacher 39(4), 28 – 29.

Clarke, D. J. & Lo, S. Y. (1979). Spin structure of proton-proton scattering in the current-current interaction picture. Physics Letters 87B, 379-382.

Clarke, D. J. & Lo, S. Y. (1979). The appearance of the second dip in proton-proton scattering. Physical Review D20, 193-201.

Clarke, D. J. & Lo, S. Y. (1974) Movement of dips and peaks in proton-proton elastic scattering. Physical Review D10, 1519-1526.

Refereed Conference Papers

Chan, M. C. E., Roche, A., Clarke, D. J., & Clarke, D. M. (2019). How do teachers learn? Different mechanisms of teacher in-class learning. In G. Hine, S. Blackley & A. Cooke (Eds.), Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia, Perth, Western Australia (pp. 164-171). Adelaide, Australia: Mathematics Education Research Group of Australasia. Available at https://merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2019%20Annual%20Conference%20Proceedings/RP_Chan_Roche_Clarke_Clarke.pdf

Chan, M. C. E., Wan, M. E. V., & Clarke, D. J. (2018). Entangled modes of social interaction in student collaborative problem solving in mathematics: Connecting process and product. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), Proceedings of the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, Vol. 1 (pp. 225-232).

Mesiti, C., & Clarke, D. (2018). The professional, pedagogical language of mathematics teachers: Acultural artefact of significant value to the mathematics community. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), Proceedings of the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, Vol. 3 (pp. 379-386).

Mesiti, C., & Clarke, D. (2017). The International Lexicon Project: Giving a name to what we do. In R. Seah, M. Horne, J. Ocean, & C. Orellana (Eds.), MAV17 Achieving excellence in M.A.T.H.S (pp. 31-38). Australia: The Mathematical Association of Victoria.

Clarke, D. J. (2017). Using cross-cultural comparison to interrogate the logic of classroom research in mathematics education. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 1) (pp. 13-28). Singapore: PME.

Chan, M. C. E. & Clarke, D. J. (2017). Learning research in a laboratory classroom: Issues and some resolutions. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 2) (pp. 225-232). Singapore: PME.

Mesiti, C., Clarke, D. J., Dobie, T., White, S., & Sherin, M. (2017). “What do you see that you can name?” Documenting the language teachers use to describe the phenomena in middle school mathematics classroom in Australia and the USA. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.) Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (Vol. 3) (pp. 241-248). Singapore: PME.

Chan, M. C. E, & Clarke, D. J. (2017). Entangled modes: Social interaction in collaborative problem solving in mathematics. In A. Downton, S. Livy, & J. Hall (Eds.) Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp.133-140). Adelaide, MERGA.

Mesiti, C., & Clarke, D. J. (2017). Structure in the professional vocabulary of middle school mathematics teachers in Australia. In A. Downton, S. Livy, & J. Hall (Eds.) Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 373-380). Adelaide, MERGA.

Chan, M. C. E., & Clarke, D. J. (2017). Learning research in a laboratory classroom: Complementarity and commensurability in juxtaposing multiple interpretive accounts. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Congress of European Research in Mathematics Education, Dublin, Ireland (pp. 2713-2720).

Clarke, D. J., Mesiti, C., Cao, Y., & Novotna, J. (2017). The lexicon project: examining the consequences for international comparative research of pedagogical naming systems from different cultures. Proceedings of the Congress of European Research in Mathematics Education, Dublin, Ireland (pp. 1610-1617).

Chan, M. C. E., Clarke, D. J., Hollingsworth, H., & Jazby, D. (2016). Language determining teacher selective attention and learning. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 363-367). Szeged, Hungary.

Clarke, D. J., Díez-Palomar, J., Hannula, M., Chan, M. C. E., Mesiti, C., Novotna, J., Žlábková, I., Cao, Y., Yu, G., Hollingsworth, H., Roan, K., Jazby, D., Tuohilampi, L., & Dobie, T. (2016). Language mediating learning: The function of language in mediating and shaping the classroom experiences of students, teachers and researchers. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 349-374). Szeged, Hungary.

Clarke, D., Hannula, M., Díez-Palomar, J., Novotna, J., Cao, Y., & Chan, M. C. E. (2016). Language determining researcher attention and theory construction. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 367-370). Szeged, Hungary.

Díez-Palomar, J., Clarke, D., Chan, M. C. E., & Tuohilampi, L. (2016). Discourse in the mathematics classroom. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 353-357). Szeged, Hungary.

Mesiti, C., Clarke, D., Roan, K., Hollingsworth, H., Cao, Y., Yu G., Novotna, J., Žlábková, I., & Dobie, T. (2016). Discourse about the mathematics classroom. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education, Vol. 1 (pp. 357-363). Szeged, Hungary.

Roche, A., Clarke, D. M., Clarke, D. J., & Chan, M. C. E. (2016). Learning from lessons: Teachers’ insights and intended actions arising from their learning about student thinking. In B. White, M. Chinnappan & S. Trenholm (Eds.), Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 560-567). Adelaide, Australia: Mathematics Education Research Group of Australasia. Available at https://eric.ed.gov/?id=ED572349

Clarke, D. J. (2015). Comparative research in mathematics education: Boundary crossing and boundary creation. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 169-176). Hobart, Australia: PME.

Clarke, D. J. (2015). The role of comparison in the construction and deconstruction of boundaries. In K. Krainer & N. Vondrova (Eds.), Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9) (pp. 1702-1708). Prague, Czech Republic: Charles University (ISBN: 978-80-7290-844-8).

Clarke, D. M., Clarke, D. J., Roche, A., & Chan, M. C. E. (2015). Learning from Lessons: Studying the construction of teacher knowledge catalysed by purposefully-designed experimental mathematics lessons. In M. Marshman, V. Geiger & A. Bennison (Eds.), Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (pp. 165-172). Adelaide, Australia: Mathematics Education Research Group of Australasia. Available at https://eric.ed.gov/?id=ED572416

Dong, L., Seah, W. T., & Clarke, D. J. (2015). A case study of the tensions in teacher’s questioning practices when implementing reform-based mathematics curriculum in China. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics Education in the Margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 197-204). Adelaide: MERGA.

Dong, L., Seah, W. T., & Clarke, D. J. (2015). A case study of teacher questioning strategies in mathematics classrooms in China and Australia. In K. Beswick, T. Muir, & J. Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, vol. 2 (pp. 209-216). Hobart, Australia: PME.

Hommel, M., & Clarke, D. (2015). Reflection and questioning in classrooms in differentcultural settings. Paper presented at the Congress of European Research in Mathematics Education, Prague, Czech Republic. Available at https://hal.archives-ouvertes.fr/hal-01288007/document

Clarke, D., Strømskag, H., Johnson, H. L., Bikner-Ahsbahs, A., & Gardner, K. (2014). Mathematical tasks and the student. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.) Proceedings of the 38th Conference of the International Group for Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 1). (pp. 117-143), Vancouver, Canada: PME. Available at http://www.pme38.com/wp-content/uploads/2014/05/RF-Clarke-et-al.pdf

Clarke, D. J., Xu, L., & Wan, M. E. V. (2013). Choral response as a significant form of verbal response in mathematics classrooms in seven countries. In A. M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, Kiel, Germany: PME, pp. 201-208.

Kuntze, S., Aizikovitsh-Udi, E., & Clarke, D. J. (2013). Strategies for evaluating claims – an aspect that links critical thinking and statistical thinking. In A. M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, Kiel, Germany: PME, p. 236.

Xu, L., Wan, M. E. V., & Clarke, D. J. (2013). Discourse patterns employing choral response in mathematics classrooms in seven countries. In A. M. Lindmeier & A. Heinze (Eds.). Proceedings of the 37th Conference of the International Group for the Psychology of Mathematics Education, Vol. 5, Kiel, Germany: PME, p. 196.

Aizikovitsh-Udi, E., Clarke D, J., & Kuntze, S. (2013). Hybrid tasks: Promoting statistical thinking and critical thinking through the same mathematical activities. In Margolinas C, Frant J, Doorman M, Kieran C, Leung A, Ohtani M, Sullivan P, Thompson D, Watson A & Yang Y(eds), Task Design in Mathematics Education: Proceedings of ICMI Study 22. 451-460. Oxford, United Kingdom: International Commission on Mathematical Instruction (ICMI).

Arnold, J. & Clarke, D. J. (2013). Video Technology & Criteria for Evaluation of Studies in Education. In White J(ed), Australian Association for Research in Education Conference 2013. Melbourne, Australia: AARE.

Clarke, D. J., & Mesiti, C. (2013). Writing the student into the task: Agency and voice. In C. Margolinas (Ed.), Task Design in Mathematics Education: Proceedings of ICMI Study 22. pp.173-182. Oxford, United Kingdom: International Commission on Mathematical Instruction (ICMI).

Sullivan, P., Clarke D. J., Clarke, D., & Roche, A. (2013). Teachers Decisions About Mathematics Tasks When Planning. In Steinle V, Ball L & Bardini C(eds), Mathematics education: Yesterday, today and tomorrow: Proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia (pp. 626-633). Sydney, Australia: MERGA.

Clarke, D. J. (2013). The validity-comparability compromise in cross-cultural studies in mathematics education. In B. Ubuz, Ç. Haser & M. Alessandra Mariotti (Eds). Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME) (pp. 1855-1864). Ankara, Turkey: Middle East Technical University.

Aizikovitsh-Udi, E., Clarke, D. J., & Star, J. (2013). Good Questions or Good Questioning: An Essential Issue for Effective Teaching. In B. Ubuz, Ç. Haser, & M. A. Mariotti (Eds.). Proceedings of the Eighth Congress of the European Society for Research in Mathematics Education (CERME) (pp. 2908-2916). Ankara, Turkey: Middle East Technical University.

Arnold, J. & Clarke, D. J. (2012). The use of video technology to enhance researcher capacity to meet scientific and moral criteria for evaluation of discursive psychological studies in education. In J. Wright (Ed.), Proceedings of the Joint Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA). Melbourne, Australia: AARE.

Clarke, D. J., Wang, L., Xu, L., Aizikovitsh-Udi, E., & Cao, Y. (2012). International comparisons of mathematics classrooms and curricula: The validity-comparability compromise. In T.Y. Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education (PME36), Taipei-Taiwan, July 18 to 22, Volume 2, 171-178.

Sullivan, P., Clarke, D. J., Clarke, D.M., Gould, P., Leigh-Lancaster, D., Lewis, G. (2012). Insights into ways that teachers plan their Mathematics Teaching. In J. Dindyal, L. P. Cheng & S. F. Ng (Eds.), Mathematics education: Expanding horizons, (Proceedings of the 35th annual conference of the Mathematics Education Research Group of Australasia, eBook, pp. 696-703). Singapore: MERGA, Inc.

Clarke, D. J., Xu, L. H., Arnold, J., Seah, L. H., Hart, C., Tytler, R., & Prain, V. (2012). Multi- theoretic Approaches to Understanding the Science Classroom. In C. Bruguière, A. Tiberghien, P. Clément (Eds.), Proceedings of the 2011 Biennial Conference of the European Science Education Research Association, Part 3, 26-30, Lyon, France, September 7 to 11, 2011 (e-Book published March 23, 2012).

Clarke, D. J. (2011). A less partial vision: Theoretical inclusivity and critical synthesis in mathematics classroom research. In J. Clark, B. Kissane, J. Mousley, T. Spencer & S. Thornton (Eds.) Mathematics: Traditions and [New] Practices. Proceedings of the AAMT–MERGA conference held in Alice Springs, 3–7 July 2011. Adelaide: AAMT/MERGA, pp. 192–200.

Clarke, D., Xu, L., Martin, J., Seah, L. H., Hart, C., Tytler, R., & Prain, V. (2011). Multi-theoretic approaches to understanding the science classroom. In C. Bruguière, A. Tiberghien & P. Clément (Eds.), Proceedings of the European Science Education Research Association Conference (Strand 3 Part 3), Lyon, France (pp. 26-40). Available at https://www.esera.org/conference-proceedings/21-esera-2011/281-strand-3

Clarke, D. J. & Xu, L.H. (2010). Spoken mathematics as a distinguishing characteristic of mathematics classrooms in different classrooms. Proceedings of CERME 6, pp. 2463-2472.

Clarke, D. J. (2010). The Cultural Specificity of Accomplished Practice: Contingent Conceptions of Excellence. In Y. Shimizu, Y. Sekiguchi, & K. Hino (Eds.). In Search of Excellence in Mathematics Education. Proceedings of the 5th East Asia Regional Conference on Mathematics Education (EARCOME5), pp. 14-38. Tokyo: Japan Society of Mathematical Education.

Clarke, D. J. (2010). Speaking in and about mathematics classrooms internationally: The technical vocabulary of students and teachers. In G. Masters, J. Ainley, K. Stacey, D. Leigh-Lancaster, R. Turner, K-A. Hoad & L. Rosman (Eds.), Teaching mathematics? Make it count. Keynote presented for the Australian Council for Educational Research Conference, pp. 3-7. Melbourne: ACER. Paper, slides, and audiorecording available at https://research.acer.edu.au/research_conference/RC2010/16august/2/

Clarke, D. J., Emanuelsson, J., & Ohtani, M. (2010). Research Forum 3: Speaking in and about the mathematics classroom. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 213- 216. Belo Horizonte, Brazil: PME.

Clarke, D. J., Xu, L. H., & Wan, M. E. V. (2010). The function of spoken mathematics in mathematics classrooms in different cultural settings. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 222-225. Belo Horizonte, Brazil: PME.

Mitchell, C., Bowman, P. & Clarke, D. J. (2010). The challenge of describing mathematics classrooms internationally. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 229- 230. Belo Horizonte, Brazil: PME.

Cao, Y., Clarke, D. J., & Xu, L. H. (2010). Qifa Shi Teaching: Confucian Heuristics. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 232-234. Belo Horizonte, Brazil: PME.

Clarke, D. J. & Mesiti, C. (2010). The Lexicon Project: Accessing the pedagogical vocabulary in languages other than English. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 237-238. Belo Horizonte, Brazil: PME.

Clarke, D. J. (2010). Speaking in and about the mathematics classroom: A recapitulation. In M. M. F. Pinto & T. F. Kawasaki (Eds.), Proceedings of the 34th Conference of the International Group for the Psychology in Mathematics Education, Vol. 1, pp. 239-243. Belo Horizonte, Brazil: PME.

Clarke, D. J. (2009). Mind your language: Speaking in and about the mathematics classroom. In D. Martin, T. Fitzpatrick, R. Hunting, D. Itter, C. Lenard, T. Mills, & L. Milne (Eds.), Mathematics of Prime Importance, Brunswick: MAV, pp. 34-49.

Clarke, D. J. (2009). Theoretical perspectives in mathematics teacher education. In M. Tzekaki, M.

Kadrimidou, & H. Sakonidis (Eds.), In Search for Theories in Mathematics Education. Proceedings of the 33rd Conference of the International Group for Psychology of Mathematics Education, Volume 1. Thessaloniki, Greece: PME, pp. 85-93.

Clarke, D. J. & Novotna, J. (2008). Classroom Research in Mathematics Education as a Collaborative Enterprise for the International Research Community: The Learner’s Perspective Study. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME32 and PME-NA XXX, Volume 1, 89-120.

Clarke, D. J. & Xu, Li Hua (2008). Mathematical Orality in Asian and Western Mathematics Classrooms. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME32 and PME-NA XXX, Volume 2, 337-344.

Clarke, D. J. & Xu, L.H. (2007). Examining Asian Mathematics Classrooms Through the Lens of the Distribution of Responsibility for Knowledge Generation. In Proceedings of EARCOME4 (the 4th East- Asian Research Conference on Mathematics Education), June 18-22, 2007. Penang: University of Malaysia, pp. 518-524.

Blyth, W. F., Clarke, D. J., & Labovic, A. (2006). Video analysis to understand e-learning of vector calculus. In A. Stacey, B. Blyth, J. Shepherd, & A.J. Roberts, Proceedings of the 7th Biennial Engineering Mathematics and Applications Conference, EMAC-2005. Volume 47 of the series ANZIAM J, pp. C185-C199.

Mesiti, C. & Clarke, D. J. (2006). Beginning the Lesson: The Instructional Practice of “Review” in Eight Different Mathematics Classrooms. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Mathematics in the centre, Proceedings of the Annual Conference of the International Group for Psychology in Mathematics, Prague, Czech Republic, July 16-21, 2006, vol. 1, p. 408.

O’Keefe, C., Xu, L. H., & Clarke, D. J. (2006). Kikan-Shido: Through the Lens of Guiding Student Activity. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Mathematics in the centre, Proceedings of the Annual Conference of the International Group for Psychology in Mathematics, Prague, Czech Republic, July 16-21, 2006, volume 4, pp. 265-272.

Clarke, D. J. (2005). Essential Complementarities: Arguing for an Integrative Approach to Research in Mathematics Classrooms. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, Sydney: MERGA Inc., 3-17. Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2005_MERGA_CP.aspx

Clarke, D. J. & Seah, L. H. (2005). Studying the distribution of responsibility for the generation of knowledge in mathematics classrooms in Hong Kong, Melbourne, San Diego and Shanghai. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, h 257-264.

Davis, L., Clarke, D. J., & van den Heuvel-Panhuizen, M. (2005). How Unusual is the Gender Specificity of Mathematical Test Items Types Reported for Dutch Primary School Students? In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building Connections: Theory, Research and Practice. Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, Sydney: MERGA Inc., 281-288. Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2005_MERGA_CP.aspx

Clarke, D. (2004). Patterns of participation in the mathematics classroom. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education, Bergen, Norway, Vol. 2 (pp. 231–238). Available at http://emis.muni.cz/proceedings/PME28/RR/index.html

Clarke, D. J. (2004). The Practice of Researching Practice: Inevitable Reflexivities. In H. Forgasz, S. Groves, B. Jane, J. Mousley, I. Robottom, R. Tytler, J. Lynch, & B. Doig (Eds.) Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education 2000. Burwood: Deakin University, 3-15.

Clarke, D. J. (2004). Learner’s Perspective Study: Developing meaning from complementary accounts of practice. In Johnsen Hoines M & Berit Fuglestad A(eds), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education: PME 28. 1 212-216. Bergen, Norway: Bergen University College. Available at https://www.emis.de/proceedings/PME28/RF/index.html

Clarke, D. J., Sahlström, F., Mitchell, C. & Clarke, N. (2004). Optimising the use of available technology in educational research. In V. Uskov (Ed.), Proceedings of the Seventh IASTED International Conference on Computers and Advanced Technology in Education, Zurich: ACTA press, 191-196.

Emanuelsson, J., & Clarke, D. (2004). Contrasting comparative research on teaching and learning in mathematics. In M. J. Hoines & A. B. Fuglestad (Eds.), Proceedings of the 28th Annual Meeting of the International Group for the Psychology of Mathematics Education, Bergen, Norway, Vol. 1 (pp. 197-226). Available at https://www.emis.de/proceedings/PME28/RF/index.html

Clarke, D. J. (2003). Similarity and difference in international comparative research in mathematics education. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds), Mathematics Education Research: Innovation, Networking, Opportunity, Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, 222-229.

Clarke, D. J. & Mesiti, C. (2003). Addressing the challenge of legitimate international comparisons: lesson structure in Australia and the USA. In L. Bragg, C. Campbell, G. Herbert, & J. Mousley (Eds), Mathematics Education Research: Innovation, Networking, Opportunity, Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, 230-237.

Clarke, D. J. (2002). Understanding mathematics classrooms internationally: The Learner’s Perspective Study. In M. Meiers (Ed.), Providing World-Class School Education. Proceedings of the 2002 ACER Research Conference, Camberwell: ACER, 41-45.

Clarke, D. J. (2002). Developments in international comparative research in mathematics education: Problematising cultural explanations. In S. L. Y. Yam & S. Y. S. Lau (Eds.) ICMI Comparative Study Conference 2002: Pre-Conference Proceedings, Hong Kong: University of Hong Kong, pp. 7-16.

Clarke, D. J. (2002). International Perspectives on Mathematics Classrooms. In Section IV of C. Malcolm & C. Lubisi (Ed.) Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Durban: University of Natal, pp. 7-9.

Clarke, D. J. (2002). Constructed Pedagogies. In L. Bazzini & C. Whybrow Inchley (Eds.), Mathematical Literacy in the Digital Era: Proceedings of CIEAEM 53. Milano: Ghiseti E Corvi, pp. 243-252.

Clarke, D. J. & Lobato, J. (2002). To Tell or Not To Tell: A Reformulation of Telling and the Development of an Initiating/Eliciting Model of Teaching. In Section II of C. Malcolm & C. Lubisi (Ed.) Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technololgy Education. Durban: University of Natal, pp. 15-22.

Williams, G. & Clarke, D. J. (2002). The Contribution of Student Voice in Classroom Research: A Case Study. In Section III of C. Malcolm & C. Lubisi (Ed.) Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Durban: University of Natal, pp. 398-404.

Clarke, D. J. (2001). Interpretation and Negotiation in Mathematics Classrooms and in Classroom Research. Proceedings of PME 25, Utrecht, July 12-17, 2001.

Suri, H., & Clarke, D. (2001). Understanding mathematics classrooms through the synthesis of multiple analyses of a common data set. In J. Bobis, B. Perry & M. Mitchelmore (Eds.), Proceedings of the 24th Annual Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia (pp. 468-475). Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2001_MERGA_CP.aspx

Hollingsworth, H. & Clarke, D. J. (1998). Improving Teaching: A Case for Cases. In J. Gough & J. Mousley, (Eds.) Mathematics: Exploring All Angles. Melb, Vic:Mathematics Association of Victoria, pp. 186-194 (ISBN 1-876308-72-9).

Hollingsworth, H. & Clarke, D. J. (1997). A structure for quality mathematics instruction. In D.M. Clarke, P. Clarkson, D. Gronn, M. Horne, L. Lowe, M. Mackinlay, and A. McDonough (Eds.) Mathematics: Imagine the Possibilities. Brunswick, Victoria: Mathematics Association of Victoria, pp. 299 – 304.

Clarke, D. J. (1996). Using assessment to renegotiate the didactic contract. In C. Keitel (Ed.) Proceedings of CIEAEM 47 (the 47th conference of the Commission Internationale pour l’Etude et l’Amelioration de l’Enseignement des Mathematiques). Berlin: Technischer Universitaet Berlin, pp. 350 – 360.

Clarke, D. J. (1996). Learning research. In P.C. Clarkson (Ed.). Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA), June 30 – July 3, 1996, at the University of Melbourne. Melbourne: MERGA, pp. 1-9.

Richards, M. & Clarke, D. J. (1996). Goal transformation in a professional development program. In P.C. Clarkson (Ed.). Technology in mathematics education. Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA), June 30 – July 3, 1996, at the University of Melbourne. Melbourne: MERGA, pp. 477-485.

Clarke, D. J., & Kessel, C. (1995). To know and to be right: Studying the classroom negotiation of meaning. In B. Atweh & S. Flavel (Eds.), Proceedings of the Proceedings of the 18th conference of the Mathematics Education Research Group of Australasia, Darwin, NT (pp. 170-177). Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/1995_MERGA_CP.aspx

Clarke, D. J. (1994). The metaphorical modelling of “coming to know”. In J. P. da Ponte and J. F. Matos (Eds.) Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education. Volume 1. University of Lisbon, Portugal, July 29 to August 3, pp. 193 – 200.

Clarke, D. J. (1994). Why don’t we just tell them? In C. Beesey & D. Rasmussen (Eds.) Mathematics without limits. Brunswick, Vic.: Mathematical Association of Victoria, pp. 3 – 10.

Clarke, D. J., Barnett, C. & Frid, S. (1994). TRIADS: The implications of a new theoretical structure. In J. P. da Ponte and J. F. Matos (Eds.) Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education. Volume 1. University of Lisbon, Portugal, July 29 to August 3, p. 90.

Clarke, D. J. & Helme, S. (1994). The role of context in mathematical activity. In D. Kirschner (Ed.) Proceedings of the Sixteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Volume 1. Baton Rouge, Louisiana: Louisiana State University, pp. 239-246.

Clarke, D. J. & Hollingsworth, H. (1994). What professional development do mathematics teachers really want? In C. Beesey & D. Rasmussen (Eds.) Mathematics without limits. Brunswick, Vic.: Mathematical Association of Victoria, pp. 329-332.

Clarke, D. J. & Hollingsworth, H. (1994). Reconceptualising teacher change. In G. Bell, B. Wright, N. Leeson, & J. Geake (Eds.) Challenges in Mathematics Education: Constraints on Construction. Proceedings of the Seventeenth Annual Conference of the Mathematics Education Research Group of Australasia, Southern Cross University, Lismore, NSW, Australia, July 5 – 8, 1994, Volume 1, pp. 153-164.

Clarke, D. J., Frid, S. & Barnett, C. (1993). Triadic systems in education: Categorical, cultural or coincidence. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld: MERGA, pp. 153-160.

Clarke, D. J., Morony, W. & Schmitt, B. (1993). Social justice and the mathematics curriculum: An evaluation of one attempt to develop an inclusive curriculum. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld: MERGA, pp. 161 – 166.

Clarke, D. J. & Peter, A. (1993). Modelling teacher change. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education. Kelvin Grove, Qld: MERGA, pp. 167-175.

Clarke, D. J. (1992). The transition to secondary school mathematics. In D.F. Robitaille, D.H. Wheeler, & C. Kieran (Eds.) Selected lectures from the 7th International Congress on Mathematics Education. Quebec: Les Presses de L’Universite Laval, 59 – 76.

Clarke, D. J. & Sullivan, P.A. (1992). Responses to open-ended tasks in mathematics: Characteristics and implications. In W. Geeslin and K. Graham (Eds.) Proceedings of the Sixteenth PME Conference. University of New Hampshire, Durham, NH (USA), August 6 – 11, 1992, Vol. 1, 137-144.

Clarke, D. J., Sullivan, P., & Spandel, U. (1992). Student response characteristics to open-ended tasks in mathematical and other academic contexts. In B. Southwell, B. Perry & K. Owen (Eds.), Proceedings of the Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia (pp. 209-221). Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/1992_MERGA_CP.aspx

Clarke, D. J. and Wallbridge, M. (1989). How many mathematics are there? In B. Doig (ed.) Every one counts. Parkville: Mathematical Association of Victoria.

Clarke, D. J., Lo. S.Y. & Malone, M. (1980). Spin Structure and Dip Development in Elastic Proton-proton Scattering. Proceedings of the 1980 Guanzhou Conference on Theoretical Particle Physics, Volume 1, 813 – 832.

Media Coverage

10 April 2019: Inside Education on 103.2 Dublin City FM [Audio podcast]. Tasks, mathematics, questioning and research. Available at https://insideeducation.podbean.com/e/programm-361-tasks-mathematics-questioning-and-research/

18 November 2015: Melbourne Up Close [Audio podcast]. Eavesdropping on the classroom: How new insights into student interactions can lead to better teaching.  Available at http://upclose.unimelb.edu.au/episode/358-eavesdropping-classroom-how-new-insights-student-interactions-can-lead-better-teaching

1 November 2015: Pursuit by The University of Melbourne. High-tech classroom sheds light on how students learn. Available at https://pursuit.unimelb.edu.au/articles/high-tech-classroom-sheds-light-on-how-students-learn

Other Publications

Bikner-Ahsbahs, A., & Clarke, D. (2015). Theoretical issues in mathematics education: An introduction to the presentations. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education, Cham, Switzerland (pp. 579-583). Available at https://link.springer.com/chapter/10.1007/978-3-319-12688-3_62

Clarke, D. J., Chan, M. C. E., & Mesiti, C. (2016). Talking in and about mathematics classrooms: Student and teacher learning. Horizon: Thought Leadership, 4, 5-9. Available from https://issuu.com/bastowinstitute/docs/bast_horizon_issue4

Clarke, D. J. (2004). Guest editorial: Researching classroom learning and learning classroom research. The Mathematics Educator, 14(2), 2-6. Available at http://journaldatabase.info/articles/researching_classroom_learning.html