About Professor David Clarke

“Over the last twenty years, my research activity has centred on capturing the complexity of classroom practice. During this time I developed the methodological approach known as ‘Complementary Accounts’ (Clarke, 1998 & 2001). The complementary accounts approach has attracted interest both as an approach to data collection, through the creation of integrated video, interview, and artifact data sets, and as an approach to analysis, through the use of complementary analyses of a common body of data by researchers recruited for their distinctive theoretical positions and expertise.

Publication of the book, Perspectives on Practice and Meaning in Mathematics and Science Classrooms (Clarke, 2001) attracted interest in the international educational research community and contributed to the initiation of the Learner’s Perspective Study – an international video study of well-taught mathematics classrooms, presently being undertaken in sixteen countries. The results of this project are reported in a Research Book Series published by Brill | Sense Publishers.

Other research activity has included mathematics assessment, particularly the use of open-ended questions and the relationship between assessment and instructional practice, and the development of a theoretical structure to describe the process of (teacher) professional development. Current research interests focus on curricular alignment, multi-theoretic research designs, classroom discourse, research synthesis, and the factors influencing the validity of cross-cultural comparative research.”


Tasks, mathematics, questioning and research

Inside Education on 103.2 Dublin City FM (10 April 2019)

High-tech classroom sheds light on how students learn

Pursuit by The University of Melbourne (1 Nov 2015)

Most recent publications

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., & Clarke, D. (2020). Theory and methodology as mutually affording: The case of the Social Unit of Learning project. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological approaches to STEM education research (Vol. 1, pp. 71–87). Cambridge Scholars Publishing. (View book information)

Chan, M. C. E., & Clarke, D. (2020). Mutual affordances of data types and analytical approaches. In M. Huber & D. E. Froehlich (Eds.), Analyzing group interactions (pp. 202–213). 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., Aranda, G., Widjaja, W., & Clarke, D. (Eds.). (2019). Video-based research in education: Cross-disciplinary perspectives. New York: Routledge. (View book information)

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

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). Cham, Switzerland: Springer.

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

Click here for the full publication list