Recent and current professional
activities:
David Clarke is Professor
in the Melbourne Graduate School of Education at the University
of Melbourne and Director of the International Centre for Classroom
Research. Consistent interests have been Assessment, Learning
in Classrooms, and Teacher Professional Development, and he
has undertaken research related to all of these areas. Professor
Clarke has been consultant to several US projects, including:
the Interactive Mathematics Project, the Case
Methods Professional Development Project, and the project Generalization
of Learning Mathematics Through Multimedia Environments. Other consultancy
work has been undertaken in Malaysia, Micronesia, New Zealand,
the United Kingdom and the USA.
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. Professor Clarke is also Series Editor for the LPS
Research Series, published by Sense Publishers, of which
Mathematics Classrooms in Twelve Countries:
The Insider’s Perspective and Making Connections:
Comparing Mathematics Classrooms Around the World are the first
two books in the series. 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 International
Handbook of Mathematics Education published in 2003. Presentations
have been made to a wide range of audiences in Australia, the
USA, South-East Asia, Europe and South Africa on assessment
and on research into classroom learning.
Reports
of recent research into classroom learning have been presented
at several national and international conferences and the
book Perspectives on Meaning in Mathematics
and Science Classrooms represents the culmination of a six-year research program
directed by Professor Clarke. The Learner's
Perspective Study continues this work on capturing and untangling the complexity
of classroom practice and the 'patterns of participation'
evident in mathematics and science classrooms. The Causal
Connections in Science Classrooms project adapts the LPS
research design and data generation techniques for use in
a multi-theoretic study of science classrooms. The analysis
of the extensive international data set generated by Professor
Clarke's research is undertaken at the International Centre
for Classroom Research, a research centre, directed by Professor
Clarke and dedicated to the storage and analysis of large-scale
video-based international studies of classroom practice.
Selected
publications on Classroom Research (see
personal website for additional 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. & Xu, L.H. (2007). Examining Asian Mathematics Classrooms Through the Lens of the Distribution of Responsibility for Knowledge Generation. Proceedings of EARCOME4 (the 4th 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 13th 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 28th 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 29th 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. 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. (2003)
Clarke, D.J. & Hollingsworth, H. (2002) Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947-967.
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. (Ed.) (2001). Perspectives on practice and meaning in mathematics and science classrooms. An edited book, published by Kluwer Academic Press: Dordrecht, Netherlands. (355 pages) (ISBN 0-7923-6938-6, hardcover; ISBN 0-7923-6939-4, paperback).
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. (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.
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.
Clarke, D.J. (1997). Constructive Assessment in Mathematics: Practical Steps for Classroom Teachers. Berkeley, CA: Key Curriculum Press (87 pages) (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., Waywood, A., & Stephens, W.M. (1994). Probing the structure of mathematical writing. Educational Studies in Mathematics 25(3), 235-250.
Clarke, D.J. (1989). Assessment Alternatives in Mathematics. Canberra: Curriculum Development Centre (68 pages) (ISBN 186366 0194).
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). The Interactive Monitoring of Children's Learning of Mathematics. For the learning of mathematics 7(1), 2 - 6.
Clarke, D.J. (1985). The Impact of Secondary Schooling and Secondary Mathematics on Student Mathematical Behaviour. Educational Studies in Mathematics 16(3), 231 - 257.
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Recent
and current professional activities:
2000-2004 Melbourne Co-ordinator for Data Collection, LPS
Gaye
Williams undertook her PhD thesis within the Learners’ Perspective
Study
under the supervision of Professor David Clarke. She focused her own idiosyncratic
question within the broader LPS study and worked out how
the LPS data collection techniques could be used to answer
her question. She submitted her thesis for examination
in September 2005:
“Improving
Intellectual and Affective Quality in Mathematics Lessons:
How Autonomy and Spontaneity Enable Creative and Insightful
Thinking”
This thesis is available at: http://eprints.infodiv.unimelb.edu.au/archive/00002533/
Dr Gaynor Williams was awarded the 2006 Australian Association
for Research in Education Award for Doctoral Research in
Education for this thesis.
Participation
in the LPS study enriched Gaye’s PhD
experience. As a member of the LPS study, she was present
during data collection in Germany School 2, Australian Schools
1-4, US School 1, and Philippines School 1. She also observed
classes and discussed the curriculum with two teachers in
South Africa Schools 1-2. She interviewed the student and
teachers in the four Australian classrooms and most of the
students in US School 1 class.
Gaye
interacted with members of the international LPS team on
a regular basis, and had opportunity to have her work critiqued
by a diverse group of ‘friendly experts’ at
LPS conferences. These opportunities to discuss her work
with experts who were familiar with the data and data collection
techniques provided an experience that is not often available
to PhD students in education in Australia.
In 2006, as a lecturer and researcher
at Deakin University gaye.williams@deakin.edu.au Gaye
Williams is examining “The role of optimism in collaborative
problem solving in mathematics” using an adaptation
of the LPS data collection techniques. More information about
this new project is available under ICCR
projects webpage.
Selected
publications:
Williams, G. (2006). Autonomous Looking-In to support creative
mathematical thinking: Capitalising on activity in Australian
LPS classrooms. In D. Clarke, C. Kietel, Y. Shimizu (Eds).
Mathematics classrooms in twelve countries: the insider's
perspective (pp. 221-236), Sense Publications.
Williams, G. (2006) Impetus to explore: Approaching operational
deficiency optimistically. In J. Novotna, H. Moraova, M.
Kratka, N. Stehlikova. Proceedings of the 30th conference
of the International Group for the Psychology of Mathematics
Education (Vol. 5, pp. 393-400). Prague, Czech Republic:
PME.
Williams, G. (2006). Student-engineered ‘Space to
Think’. In P. Grootenboer, R. Zevenbergen, & M.
Chinnappan (Eds.), Identities cultures and learning spaces
(Vol. 2, pp. 567-576). Canberra, ACT: Mathematical Education
Research Group of Australasia.
Williams, G. (2005) Consolidating one novel structure whilst
constructing two more, Learners and learning environments:
proceedings of 29th annual conference of the International
Group for the Psychology of Mathematics, pp. 313-321, PME,
Melbourne.
Williams, G. (2004). The nature
of spontaneity in high quality learning situations. In
M. Hoines & A. Berit Fuglestad
(Eds.), Proceedings of the 28th conference of the International
Group for the Psychology of Mathematics Education (Vol. 4,
pp. 433-440). Bergen, Norway: PME.
Williams, G. (2003). Empirical generalisation
as an inadequate cognitive scaffold to theoretical generalisation
of a more complex concept. In N. Pateman, B. Dougherty & J.
Zilliox (Eds.), Joint Meeting of the International Group
for the Psychology of Mathematics Education and the Group
for the Psychology of Mathematics Education Meeting of
North America (Vol. 4, pp. 419-426). Honolulu: University
of Hawaii.
Williams, G. (2003). Associations
between student pursuit of novel mathematical ideas and
resilience. In L. Bragg, C. Campbell, G. Herbert & J.
Mousley (Eds.), Mathematical Education Research: Innovation,
Networking, Opportunity (Vol. 2, pp. 752-759). Geelong,
Victoria: Deakin University, Melbourne, Australia.
Williams, G. (2003). Spaces of learning
that promote insightful and creative mathematical behaviour:
A theoretical framework. Contribution to the symposium "Configurative Visions
of the Space of Learning" at the Annual Meeting of the
American Educational Research Association, Chicago, April
21-25, 2003.(download pdf)
Williams, G., & Clarke, D. J. (2003). Dyadic patterns
of participation and collaborative concept creation: 'looking
in' as a stimulus to complex mathematical thinking. Paper
presented as part of the symposium "Patterns of Participation
in the Classroom" at the Annual Meeting of the American
Educational Research Association, Chicago, April 21-25, 2003.
(download pdf)
Williams, G. (2002). Associations between mathematically
insightful collaborative behaviour and positive affect. In
A. Cockburn and E. Nardi (Eds.), Proceedings of the 26th
Annual Conference of the International Group for the Psychology
of Mathematics Education, University of East Anglia (Vol.
4, pp. 401-408) Norwich, England.
Williams, G. (2002) Identifying
tasks that promote creative thinking in Mathematics: a
tool. In B. Barton, K. Irwin, M. Pfannkuch & M. Thomas
(Eds.), Mathematical Education in the South Pacific. Proceedings
of the 25th Annual Conference of the Mathematics Education
Research Group of Australasia. Auckland, New Zealand: MERGA,
vol. II, pp. 698-705.
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 (Eds.), 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.
Barnes, M.. Clarke, D., & Williams,
G. (2001). Methodological and Ethical Issues in Interviewing
Schoolchildren. Paper presented at the Annual Conference
of the Association for Qualitative Research, Melbourne,
July 6-7.
Williams, G. (2001). 'cause Pepe
and I have the same level of intelligence in mathematics':
collaborative concept creation. In J. Bobis, B. Perry & M.
Mitchelmore (Eds.), Numeracy and Beyond. Proceedings of
the 24th Annual Conference of the Mathematics Education
Research Group of Australasia. Sydney: MERGA, vol. II,
pp. 539-546.
Other related research papers:
Wood, T., Williams, G., & Mc Neal, B. (2006). Children’s
mathematical thinking in different classroom cultures. Journal
for Research in Mathematics Education, (37)3, 222-252.
Williams, G. (2003b). Student inclination
to work with unfamiliar challenging problems: the role
of resilience. In B. Clarke, A. Bishop, R. Cameron, H.
Forgasz & W. Seah (Eds.), Making
Mathematicians (pp. 374-385). Melbourne, Victoria: Mathematical
Association of Victoria. (download pdf)
Williams, G. (2002b). Developing
a shared understanding of task complexity. In L. Bazzini & C. Whybrow Inchley
(Eds.), Littéracie Mathématique à L'ere
Digitale. Proceedings of the Commission Internationale pour
l' Étude et L'Amélioration de l'Enseignement
des Mathématiques 53. Milano: Ghisetti e Corvi Editorion.
Williams, G. (2001). Sustained overlap in Zones of Proximal
Development? If so, how did that happen? In M. van den Heuvel-Panhuizen
(Ed.), Proceedings of the 25th conference of the International
Group for the Psychology of Mathematics Education (Vol. 1,
pp. 378). Utrecht, the Netherlands: PME.
Williams, G. (2000). Collaborative
problem solving and discovered complexity. In J. Bana & A.
Chapman (Eds.), Mathematics Education Beyond 2000. Proceedings
of the 23rd Annual Conference of the Mathematics Education
Research Group of Australasia. Perth, Western Australia:
MERGA, vol. II, pp. 656-663.
Teacher oriented papers:
Williams, G. (2001). Year 8 Maths-Tasks
that contributed to student learning. In C. Vale, J. Horwood & J.
Roumeliotis (Eds.), 2001 Mathematical Odyssey. Melbourne,
Victoria: Mathematical Association of Victoria, pp. 218-233.
Williams, G. (2002). Have faith in students' ability to think
mathematically. In C. Vale, J. Roumeliotis and J. Horwood (Eds.),
Valuing Mathematics in Society (pp. 114-126). Brunswick, Victoria:
Mathematical Association of Victoria. (download pdf)
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