Position
Director, International Centre for Classroom Research

About

Over the last twenty years, my research activity has centered on capturing the complexity of classroom practice. During this time I developed the methodological approach known as "Complementary Accounts" (Clarke, 1998 and 2001).  This approach has now been successfully applied in three major studies:  The Negotiation of Meaning Project, The Learner's Perspective Study, and the Causal Connections in Science Classrooms Project. 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 Sense Publishers. The first two volumes of this series are: Mathematics Classrooms in Twelve Countries: The Insider’s Perspective, and Making Connections: Comparing Mathematics Classrooms Around the World.

Prior to this, my major research activity lay in the area of mathematics assessment, particularly the use of open-ended questions and the relationship between assessment and instructional practice. Three publications summarise this work: The report of the Ripple Effect Study into the connection between assessment and instruction, undertaken with Max Stephens and Mary Barnes, and published in the Journal of Curriculum Studies; The chapter on Assessment in the International Handbook on Mathematics Education; and the book Constructive Assessment in Mathematics: Practical steps for classroom teachers, published in the USA by Curriculum Press, which brought together for a teacher audience the practical implications of my work on assessment.

Other research has involved the development of a theoretical structure to describe the process of (teacher) professional development. A complete description of this model was published in 2002 in the journal Teaching and Teacher Education. My research has also addressed theoretical issues of teacher practice and the role of context in learning and instruction.

The International Centre for Classroom Research (ICCR) was established in 2003 as a facility to support the generation, storage and collaborative analysis of classroom data on an international scale. The ICCR is unique in the complexity and breadth of the classroom data it accommodates and provides the focus for an extensive program of international collaborative research activity.




Recent Presentations
Click on the files below to download pdf versions of recent Powerpoint presenations. These presentations illustrate current research activity.

Presentation 1. Examining Asian Mathematics Classrooms Through the Lens of the Distribution of Responsibility for Knowledge Generation. Penang, June 20, 2007.

Presentation 2. Exploiting Available Technologies to Align Methodology and Theory in the Study of Science Classrooms Internationally. Freemantle, July 14, 2007.

Presentation 3. Facilitating reflection and action: The possible contribution of video to mathematics teacher education. Oberwolfach, November 14, 2007.

 

Publications
Publications include the following books: Assessment Alternatives in Mathematics, as part of the Mathematics Curriculum and Teaching Program (1989); Communication in the Classroom: The Importance of Good Questioning, with Peter Sullivan, published by Deakin University Press (1991); Constructive Assessment in Mathematics: Practical steps for classroom teachers, published by Key Curriculum Press in the USA (1997), and, 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 (1993), Perspectives on Practice and Meaning in Mathematics and Science Classrooms published by Kluwer Academic Publishers in 2001, and most recently, Mathematics Classrooms in Twelve Countries: The Insider’s Perspective, and Making Connections: Comparing Mathematics Classrooms Around the World. Professor Clarke was also the invited author of the chapter on Assessment in the 1996 International Handbook of Mathematics Education and of the chapter on International Comparative Research in Mathematics Education in the Second International Handbook of Mathematics Education in 2003.

Latest Publications

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.

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.

Clarke, D.J., Keitel, C., & Shimizu, Y. (Eds.) (2006). Mathematics Classrooms in Twelve Countries: The Insider's Perspective. Rotterdam: Sense Publishers. [PB ISBN 90-77874-95-X; HB ISBN 90-77874-99-2]

Clarke, D.J., Emanuelsson, J., Jablonka, E., & Mok, I.A.C. (Eds.). (2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers. [PB ISBN 90-77874-79-8; HB ISBN 90-77874-90-9]

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

Classroom Research

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.

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

Clarke, D., Xu, L.H., & Mitchell, C. (2007, April). Exploiting available technologies to align methodology and theory in the study of science classrooms internationally. Refereed paper accepted for presentation at the annual conference of the National Association for Research on Science Teaching (USA), New Orleans, July 15-18, 2007.

Clarke, D.J. (2006). Using International Research to Deconstruct Dichotomies in Educational Theorising. Presented at the annual conference of the European Educational Research Association, Geneva, Switzerland, September 13-16.

Clarke, D.J. (2006). The Structure of Instruction: Lesson Events as Appropriate Units of International Comparative Analysis. Presented at the annual conference of the European Educational Research Association, Geneva, Switzerland, September 13-16.

Clarke, D.J. (2006). Using International Comparative Research to Contest Prevalent Oppositional Dichotomies. Zentralblatt für Didaktik der Mathematik, 38(5), 376-387.

Heinze, A., Lipowsky, F., & Clarke, D.J. (Eds) (2006). Special Issue of Zentralblatt für Didaktik der Mathematik, 38(5), titled: Videobased Instructional Research and the Use of Video Technology in Teacher Education.

Heinze, A., Lipowsky, F., & Clarke, D.J. (2006). Introduction. Zentralblatt für Didaktik der Mathematik, 38(5), 366-367.

Clarke, D.J., Keitel, C., & Shimizu, Y. (Eds.) (2006). Mathematics Classrooms in Twelve Countries: The Insider's Perspective. Rotterdam: Sense Publishers. [PB ISBN 90-77874-95-X; HB ISBN 90-77874-99-2]

Clarke, D.J., Emanuelsson, J., Jablonka, E., & Mok, I.A.C. (Eds.). (2006). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers. [PB ISBN 90-77874-79-8; HB ISBN 90-77874-90-9]

Clarke, D.J., Keitel, C., & Shimizu, Y. (2006). The Learner’s Perspective Study. Chapter 1 in D.J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics Classrooms in Twelve Countries: The Insider’s Perspective. Rotterdam: Sense Publishers, 1-14.

Clarke, D.J. (2006). The LPS Research Design. Chapter 2 in D.J. Clarke, C. Keitel, & Y. Shimizu (Eds.), Mathematics Classrooms in Twelve Countries: The Insider’s Perspective. Rotterdam: Sense Publishers, 15-37.

Clarke, D.J., Emanuelsson, J., Jablonka, E., & Mok, I. A. C. (2006). The Learner’s Perspective Study and International Comparisons of Classroom Practice. Chapter 1 in D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 1-22.

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. Chapter 2 in D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 23-46.

Mesiti, C. & Clarke, D.J. (2006). Beginning the Lesson: The First Ten Minutes. Chapter 3 in D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 47-72.

O’Keefe, C., Xu, Li Hua, & Clarke, D.J. (2006). Kikan-Shido: Between Desks Instruction. Chapter 4 in D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 73-106.

Clarke, D.J. (2006). Deconstructing Dichotomies: Arguing for a More Inclusive Approach. Chapter 11 in D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 215-236.

Clarke, D.J. (2006). Appendix A: The LPS Research Design. In D.J. Clarke, J. Emanuelsson, E. Jablonka, and I.A.H. Mok (Eds.). Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers, 237-252.

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., 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. Chapter 3-3 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 13^th ICMI Study. New York: Springer, pp. 353-380.

Remedios, L. & Clarke, D.J. (2006). Not Learning to Listen and Learning Not to Listen: A Problem in Problem-Based Learning. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, USA, April 7 to 11.

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 28^th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, Sydney: MERGA Inc., 3-17.

Clarke, D.J. & Seah, Lay Hoon (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 29^th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, h 257-264.

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).

Clarke, D.J. (2004). Researching Classroom Learning and Learning Classroom Research. Guest Editorial in The Mathematics Educator, 14(2), 2-6 (published through the University of Georgia-Athens, USA).

Clarke, D.J. (2004). Patterns of Participation in the Mathematics Classroom. In M.J. Høines & A.B. Fuglestad (Eds), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Vol. 2, Bergen: Bergen University College, 231-238.

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.

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.

Clarke, D.J. (2003). International Comparative Studies in Mathematics Education. Chapter 5 in A.J. Bishop, M.A. Clements, C. Keitel, J. Kilpatrick, and F.K.S. Leung (eds.) Second International Handbook of Mathematics Education, Dordrecht: Kluwer Academic Publishers, 145-186.

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.

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 Technololgy Education. Durban: University of Natal, pp. 398-404.

Clarke, D.J. (Ed.) (2001). Perspectives on practice and meaning in mathematics and science classrooms.  An edited book reporting the results of the Negotiation of Meaning Project (directed by Clarke), published by Kluwer Academic Press: Dordrecht, Netherlands. (355 pages) (ISBN 0-7923-6938-6, hard-cover; ISBN 0-7923-6939-4, paperback)

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.

Helme, S. & Clarke, D.J. (2001). We really put our minds to it:  Cognitive engagement in mathematics classrooms. Mathematics Education Research Journal 13(2), 133-153.

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. & Kessel, C. (1995). To know and to be right:  Studying the Classroom Negotiation of Meaning.  In B. Atweh & S. Flavel (Eds.). Galtha: MERGA 18.  Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia.  Darwin, NT:  University of the Northern Territory, pp.  170 - 177.

Sullivan, P. and Clarke, D.J. (1991). Communication in the Classroom:  The Importance of Good Questioning.  Geelong:  Deakin University Press (73 pages) (ISBN 0-7300-1355-3)

Clarke, D.J. (1985). Classroom Research:  Generalizing from Case Studies.  In A. Bell, B. Low & J. Kilpatrick (Eds.) Theory, Research & Practice in Mathematical Education.  Collected Papers from the 5th International Congress on Mathematical Education.  Shell Centre for Mathematical Education, University of Nottingham, U.K., 523 - 540.

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Assessment and Open-Ended Questions

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 28^th Annual Conference of the Mathematics Education Research Group of Australasia, Vol. 1, Sydney: MERGA Inc., 281-288.

Barnes, M., Clarke, D.J. & Stephens, W.M. (2000). Assessment as the Engine of Systemic Reform. Journal of Curriculum Studies 32(5), 623-650. Reporting the results of the four-year "ripple effect" study directed by Clarke.

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. (1997). Constructive Assessment in Mathematics:  Practical Steps for Classroom Teachers.  Berkeley, CA: Key Curriculum Press (ISBN 1-55953-201-7).

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

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

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). Activating Assessment Alternatives in Mathematics. Arithmetic Teacher 39(6), February, 24 - 29.

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. (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.

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. and Clarke, D.J. (1991). Catering to all abilities through "Good" questions. Arithmetic Teacher 39(2), October, 14 - 18.

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

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.

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

Sullivan, P. and 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.

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Professional Development – Theory and Research

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

The result of over ten years refinement and empirical grounding of a theoretical model of teacher professional growth.

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

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.

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. & 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. & 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 - 176.

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.

General Papers in Education

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.

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 7^th Biennial Engineering Mathematics and Applications Conference, EMAC-2005. Volume 47 of the series ANZIAM J, pp. C185-C199.

[Blyth, W. F., Clarke, D. J., & Labovic, A. (2006). Video analysis to understand e-learning of vector calculus. ANZIAM J, 47(EMAC2005), C185-C199.]

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

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 (published through the University of Georgia-Athens, USA).

Wilson, J. & Clarke, D.J. (2004). Towards a Model of Mathematical Metacognition. Mathematics Education Research Journal 16(2), 25-48.

Wilson, J. M. & Clarke, D. J. (2002). Modelling Mathematical Metacognition.  In Elliott S & Porter AC(eds), Validity and value in education research. 24.36 (1): 26. New Orleans, United States: American Educational Research

Association.

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.

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. (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.

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., Waywood, A., & Stephens, M. (1994). Probing the structure of mathematical writing. Educational Studies in Mathematics.25(3), 235 - 250.

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., 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., 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., 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., 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. (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. and Wallbridge, M. (1989). How many mathematics are there?  In B. Doig (ed.) Every One Counts.  Parkville: Mathematical Association of Victoria.

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

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.

Theoretical Physics

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.

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.