# Doug Clarke’s F15.2 Publications

## F15.2 Recent significant publications

(Professor Doug Clarke)

My field is not included in common citation indices, and there are therefore no references to these. A major part of my work is communicating research findings to practitioners (teachers), and so many of the publications reflect this "implications" focus.

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- Scholarly Books
- Scholarly Book Chapters
- Refereed Journal Articles
- Refereed Conference Proceedings
- ARC Grants awarded in the past ten years

## Scholarly Books

- *Sullivan, P., Clarke, D. M., & Clarke, B. A. (2013). Teaching with tasks for effective mathematics learning. New York: Springer.
- Clarke, B., Clarke D. M., Lambdin, D. V., Lester, F. K., Emanuelson, G., Johansson, B., Wallby, A., & Wallby, K. (Eds.). (2004). International perspectives on learning and teaching mathematics. Goteborg, Sweden: National Center for Mathematics Education, Goteborg University.

## Scholarly Book Chapters

- Clarke, D. M., Roche, A., & Mitchell, A. (2011). One-to-onestudent interviews provide powerful insights and clear focus for the teaching of fractions in the middle years. In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 23-32). Adelaide: Australian Association of Mathematics Teachers.
- Clarke, D. M. (2011). Fractions as division: Theforgotten notion. In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 33-41). Adelaide: Australian Association of Mathematics Teachers. (reprinted from the Australian Primary Mathematics Classroom)
- *Clarke, D. (2007). Ten key principles from researchfor the professional development of mathematics teachers. In G. C. Leder & H. J. Forgasz (Eds.), Stepping stones for the 21st century. Australasian mathematics education research (pp. 27-37). Rotterdam: Sense Publishers.
- *Clarke, B. A., & Clarke, D. M. (2004). Using questioning to elicit and develop children's mathematical thinking. In G. W. Bright & R. N. Rubenstein (Eds.), Professional development guidebook for perspectives on the teaching of mathematics (pp. 5-10). Reston, VA: National Council of Teachers of Mathematics.
- Clarke, D. M. (2004). Issues in the teaching of algorithms in the primary years. In B. Clarke, D. Clarke D. V. Lambdin, F. K. Lester, G. Emanuelson, B. Johansson, A. Wallby, & K. Wallby (Eds.), International perspectives on learning and teaching mathematics (pp. 21-36). Goteborg, Sweden: National Center for Mathematics Education, Goteborg University.
- *Clarke, D. M., & Clarke, B. A. (2004). Mathematics teaching in Grades K-2: Painting a picture of challenging, supportive, and effective classrooms. In R. N. Rubenstein & G. W. Bright (Eds.), Perspectives on the teaching of mathematics (66th Yearbook of the National Council of Teachers of Mathematics, pp. 67-81). Reston, VA: NCTM.
- Clarke, D. M., Cheeseman, J., McDonough, A., & Clarke, B. A. (2003). Assessing and developing measurement with young children. In D. H. Clements & G. W. Bright (Eds.), Learning and teaching measurement (Yearbook of the National Council of Teachers of Mathematics, pp. 68-80). Reston, VA: NCTM.

## Refereed Journal Articles

- *Clarke, D., Roche, A., Brown, J., Downton, A., Horne,M., Knight, R., McDonough, A., Sexton, M., & Worrall, C. (2013). Demonstration lessons in mathematics education: Teachers' observation foci and intended changes in practice. Mathematics Education Research Journal (DOI) 10.1007/s13394-012-0058-z [accepted August 16, 2012]
- *Roche, A., & Clarke,D. M. (2013). Primary teachers' representations of division: Assessing mathematical knowledge that has pedagogical potential. Mathematics Education Research Journal (DOI) 10.1007/s13394-012-0060-5 [accepted October 28, 2012]
- *Sullivan, P., Clarke, D. J., Clarke, D. M., Farrell,L. & Gerrard, J. (2013). Processes and priorities in planning mathematics teaching. Mathematics Education Research Journal. (DOI) 10.1007/s13394-012-0066-z [accepted December 5, 2012]
- *Gerrard, J., Albright, J., Clarke, D. J., Clarke, D.M., Farrell, L., Freebody, P. (in press). Researching the creation of a national curriculum from systems to classrooms. Australian Journal of Education (accepted for publication October 23, 2012)
- *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.
- *Clarke, D. M., Clarke, D. J., & Sullivan, P.(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. 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). Teacher decisions about planning and assessment in primary mathematics. Australian Primary Mathematics Classroom, 17(3), 20-23.
- *Sullivan, P., Clarke, D. M., Albright, J., Clarke, D.J., Farrell, L., Freebody, P., & Michels, D. (2012). Teachers' planning processes: Seeking insights from Australian Teachers. Australian Primary Mathematics Classroom, 17(3), 4-8.
- *Clarke, D. M. (2011). Do demonstration lessons work?(Professor's page). Australian Primary Mathematics Classroom, 16(2), 12-13.
- Clarke, D. M., Downton, A. & Roche, A. (2011). Theone-minute challenge. Teaching Children Mathematics, 17(6), 342-349.
- Clarke, D., Clarke, B., & Roche, A. (2011).Building teachers' expertise in understanding, assessing and developing children's mathematical thinking: the power of task-based, one-to-one interviews. ZDM Mathematics Education, 43(6), 901-913.
- *Lovitt, C., & Clarke, D. (2011). A designer speaks.Educational Designer, 1(4). Retrieved from: http://www.educationaldesigner.org/ed/volume1/issue4/article15
- Clarke, D. M., &Roche, A. (2010). The power of a single game to address a range of important ideas in fraction learning. Australian Primary Mathematics Classroom, 15(3), 18-24.
- *Sullivan, P., Clarke, D., Clarke, B., & O'Shea,H. (2010). Exploring the relationship between task, teacher actions, and student learning. PNA, 4(4), 133-142.
- Clarke, D. M., & Roche, A. (2009). Students' fraction comparison strategies as a window into robust understanding and possible pointers for instruction. Educational Studies in Mathematics, 72, 127-138.
- *Clarke, D. M., & Roche, A. (2009). Using mathematical tasks built around "real" contexts: Opportunities and challenges for teachers and students. Australian Primary Mathematics Classroom, 14(2), 24-31.
- *Sullivan, P., Clarke, D., & Clarke,B. (2009). Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching. Mathematics Education Research Journal, 21(1), 85-105.
- Clarke, D. M.,Roche, A., & Mitchell, A. (2008). Ten practical, research-based tips for making fractions come alive (and make sense) in the middle years. Mathematics Teaching in the Middle School, 13(7), 373-380.
- Clarke, B. A., Clarke, D. M., Grussing, M., & Peter-Koop, A. (2008). Mathematische kompetenzen von vorschulkindern: Ergebnisse eines landervergleichs zwischen Australien und Deutschland. Journal fur Mathemtatik-Didaktic, 28(3), 259-286.
- Clarke, D. M. (2006). Fractions as division: Theforgotten notion? Australian Primary Mathematics Classroom, 11(3), 4-10.
- *Clarke, B. A., Clarke, D. M., & Cheeseman, J.(2006). The mathematical knowledge and understanding young children bring to school. Mathematics Education Research Journal, 18(1), 81-107.
- *Bobis, J., Clarke, B. A., Clarke, D. M., Thomas, G.,Wright, R., Young-Loveridge, J., & Gould, P. (2005). Supporting teachers in the development of young children's mathematical thinking: Three large scale cases. Mathematics Education Research Journal, 16(3), 27-57.
- *Clarke,D. M. (2004). Making mathematics challenging and enjoyable in the middle years. Australian Journal of Middle Schooling, 4(1), 1-8.
- Clarke,D. M. (2003). An issue in teaching and learning subtraction: What's the difference? Australian Primary Mathematics Classroom, 8(3), 4-11.
- *Clarke,D. M., & Clarke, B. A. (2003). Encouraging perseverance in K-2 mathematics: The tale of two problems. Teaching Children Mathematics, 10(4), 204-217.
- Clarke,D. M. (2003). Using a children's storybook as a springboard for exciting measurement activities in the early years of school. Pythagoras, 57, 6-10.

## Refereed Conference Proceedings

- Dole, S., Clarke, D., Wright, T., & Hilton, G.(2012). Students' proportional reasoning in mathematics and science. In Tai-Yih Tso (Ed.), Opportunities to learning in mathematics education (Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, Volume 2, pp. 195-202). Taipei, Taiwan: PME.
- *Sullivan, P., Clarke, D., Clarke, D., Gould, P.,Leigh-Lancaster, D., & Lewis G. (2012). Insights into ways that teachers plan their mathematics teaching. In J. Dindyal, Lu Pien Cheng, Swee Fong Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 696–703). Singapore: MERGA.
- *Sullivan, P., Clarke,D., Michels, D., Mornane, A., & Roche, A. (2012). Supporting teachers in choosing and using challenging mathematics tasks. In J. Dindyal, Lu Pien Cheng, & Swee Fong Ng (Eds.), Mathematics education: Expanding horizons (Proceedings of the 35th Annual Conference of the Mathematics Education Research Group of Australasia, pp. 688–695). Singapore: MERGA.
- *Clarke, D. M., Downton, A., Wilkie, K., Wright, V.,& Roche, A. (2012). Primary teachers' intended observation foci during mathematics demonstration lessons. In Proceedings of the 12th International Congress on Mathematics Education (Topic Study Group 25) Seoul, Korea, July 2012.
- *Roche, A., & Clarke, D. (2011). Some lessonslearned from the experience of assessing teacher pedagogical content knowledge in mathematics. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: traditions and [new] practices (Proceedings of the 23rd biennial conference of the Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc., Vol. 2, pp. 658-666). Adelaide: MERGA.
- Cheeseman, J., McDonough, A., & Clarke, D. (2011).Investigating children's understanding of the measurement of mass. In J. Clark, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds.), Mathematics: traditions and [new] practices (Proceedings of the 23rd biennial conference of the Australian Association of Mathematics Teachers Inc. and the 34th annual conference of the Mathematics Education Research Group of Australasia Inc., Vol. 1, pp. 174-182). Adelaide: MERGA.
- *Clarke, D., & Roche, A. (2010). Teachers' extentof the use of particular task types in mathematics and choices behind that use. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematical education (Proceedings of the 33rd annual conference of the Mathematics Education Group of Australasia, vol. 1, pp. 153-160). Freemantle: MERGA.
- *Sullivan, P., Clarke, D., & O'Shea, H. (2010).Students' opinions about characteristics of their desired mathematics lessons. In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of mathematical education (Proceedings of the 33rd annual conference of the Mathematics Education Group of Australasia, vol. 2, pp. 531-538). Freemantle: MERGA.
- *Clarke, B. A., Clarke, D. M., O'Shea, H., Sullivan,P., & Roche A. (2009). Likes and learning: Students' perceptions of the value of different mathematical task types. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), In search of theories in mathematics education (Proceedings of the 33rd Conference of the International Group of Psychology of Mathematics Education, Vol. 1, p. 361). Thessaloniki, Greece: PME.
- *Clarke, D. M., Roche A., & Downton, A. (2009).Assessing teacher pedagogical content knowledge: Challenges and insights. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), In search of theories in mathematics education (Proceedings of the 33rd Conference of the International Group of Psychology of Mathematics Education, Vol. 1, p. 362). Thessaloniki, Greece: PME.
- *Clarke, D., & Roche, A. (2009). Opportunities and challenges for teachers and students provided by tasks built around "real" contexts. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia Incorporated, pp. 1722- 725). Palmerston: MERGA.
- Dole, S., Clarke, D., Wright, T., & Hilton, G. (2009). Developing year 5 students' understanding of density: Implications for mathematics teaching. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia Incorporated, pp. 153-160). Palmerston: MERGA.
- *Roche, A., & Clarke, D. (2009). Making sense of partitive and quotitive division: A snapshot of teacher's pedagogical content knowledge. In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides (Proceedings of the 32nd annual conference of the Mathematics Education Research Group of Australasia Incorporated, pp. 467-474). Palmerston: MERGA.
- *Sullivan, P., Clarke, D. M., Clarke, B. A., &O'Shea, H. (2009). Exploring the relationship between tasks, teacher actions, and student learning. In M. Tzekaki, M. Kaldrimidou, & H. Sakonidis (Eds.), In search of theories in mathematics education (Proceedings of the 33rd Conference of the International Group of Psychology of Mathematics Education, Vol. 5, pp. 185-192). Thessaloniki, Greece: PME.
- *Clarke, D. M. (2008). Understanding, assessing anddeveloping young mathematical thinkers. In M. Niss (Ed.), ICME-10 proceedings (Proceedings of the 10th international congress on mathematical education (pp. 1-15). Denmark: Roskilde University.
- Faragher, R., Brady, J., Clarke, B. A., Gervasoni, A., & Clarke, D. M. (2008). Narrowing the gap: Empowering teachers and parents through understanding how children with Down Syndrome develop mathematically. In L. Graham (Ed.), Narrowing the gap: Assessing educational disadvantage (Proceedings of the SiMERR National Conference, pp. 56-62). Armidale, NSW: The National Centre of Science, Information and Communication Technology and Mathematics Education for Rural and Regional Australia.
- *Dole, S., Clarke, D. M., Wright, T., Hilton, G., & Roche, A. (2008). Eliciting growth in teachers' proportional reasoning: Measuring the impact of a professional development program. In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents and charting directions (Proceedings of the 31st annual conference of the Mathematics Education Group of Australasia, pp. 163-170). Adelaide: MERGA.
- Dole, S., Wright, T., Clarke, D., & Hilton, G. (2007). Making connections in science and mathematics: The MCSAM Project. In U. H. Cheah, Y. Wahyudi, R. P. Devadason, K. T. Ng, J. A. Chavez, & D. D. Mangao (Eds.), Refining learning culture for sustainability (Proceedings of the 2nd International Conference on Science and Mathematics Education (pp. 184-194). Penang, Malaysia: SEAMEO Regional Centre for Education in Science and Mathematics and Academy of Sciences Malaysia.
- Clarke, D. M., Roche, A., & Mitchell, A. (2007).Year six fraction understanding: A part of the whole story. In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential practice (Proceedings of the 30th annual meeting of the Mathematics Education Group of Australasia, Vol. 1, pp. 207-216). Adelaide: MERGA.
- Clarke, B. A., Clarke, D. M., & Horne, M. (2006).A longitudinal study of children's mental computation skills. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group of Psychology of Mathematics Education (Vol. 2, pp. 329-336). Prague: PME.
- Clarke, D. M., Roche, A., Mitchell, A., & Sukenik,M. (2006). Asssessing student understanding of fractions using task-based interviews. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group of Psychology of mathematics Education (Vol. 2, pp. 337-344). Prague: PME.
- Cheeseman, J., & Clarke, D. M. (2006). Examiningthe changed role of numeracy coordinators. In P. Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Identities cultures and learning spaces (Proceedings of the 29th annual conference of the Mathematics Education Research Group of Australasia, pp. 123-130). Adelaide: MERGA.
- Roche, A., & Clarke,D. M. (2006). When successful comparison of decimals doesn't tell the full story. In J. Novotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of the 30th Conference of the International Group of Psychology of mathematics Education (Vol. 4, pp. 425-432). Prague: PME.
- Clarke, D. M., Stephens, M., Lewis, G., & Downton,A. (2005). The evaluation of the Success in Numeracy Education program. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, pp. 257-264). Melbourne: MERGA.
- Cheeseman, J., & Clarke, D. M. (2005). EarlyNumeracy Coordinators in Victorian primary schools: Components of the role, highlights and challenges. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce, & A. Roche (Eds.), Building connections: Research, theory and practice (Proceedings of the 28th annual conference of the Mathematics Education Research Group of Australasia, pp. 225-232). Melbourne: MERGA.
- Clarke,D. M. (2005). Written algorithms in the primary years: Undoing the good work? In M. Coupland, J. Anderson, & T. Spencer (Eds.), Making mathematics vital (Proceedings of the 20th biennial conference of the Australian Association of Mathematics Teachers, pp. 93-98). Adelaide: Australian Association of Mathematics Teachers.
- Mitchell,A., & Clarke, D. M. (2004). When is three quarters not three quarters? Listening for conceptual understanding in children's explanations in a fractions interview. In I. Putt, R. Farragher, & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, pp. 367-373). Townsville, Queensland: MERGA.
- Roche, A., & Clarke, D. M. (2004). Whendoes successful comparison of decimals reflect conceptual understanding? In I. Putt, R. Farragher, & M. McLean (Eds.), Mathematics education for the third millenium: Towards 2010 (Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia, pp. 486-493). Townsville, Queensland: MERGA.
- Clarke,D. M. (2003). Changing assessment for changing times. In S. Jaffer & L. Burgess (Eds.), Proceedings of the 9th National Congress of the Association for Mathematics Education of South Africa (Vol. 1, 1-10.). Cape Town, South Africa: AMESA.
- Clarke,D. M. (2003). Understanding, assessing and developing young children's mathematical thinking. In S. Jaffer & L. Burgess (Eds.), Proceedings of the 9th National Congress of the Association for Mathematics Education of South Africa (Vol. 1, 11-31). Cape Town, South Africa: AMESA.
- *McDonough, A., & Clarke, D. M. (2003). Describing the practice ofeffective teachers of mathematics in the early years. In N. A. Pateman, B. J. Dougherty, & J. T. Zilliox (Eds.), Proceedings of the 2003 Joints Meeting of the International Group for the Psychology of Mathematics Education and the Psychology of Mathematics Education Group North America (Vol. 3, 261-268). Hawaii: University of Hawaii.

## ARC Grants awarded in the past ten years

**Project ID:** LP110100062**CI Names:** Prof P. Sullivan, Prof P. Freebody, Prof J. Albright, Prof DM Clarke, Prof LE Farrell, Prof DJ Clarke**Amount funded:** $654,022**Amount of years:** 3**Project title:** *Peopling educational policy: Realising the new Australian English and mathematics curricula*

**Publications:**12, 13, 14, 15, 16, 17, 18, 19, 39<

**Project ID:** DP110104057**CI Names:** Prof P. Sullivan, Prof DM Clarke, Dr J Cheeseman**Amount funded:** $274,603**Amount of years:** 3**Project title:** *Investigating the relationship between teacher expectations, student persistence and the learning of mathematics*

**Publications:**40

**Project ID:** LPO669328**CI Names:** A/P S. Dole, Prof DM Clarke, Dr T Wright**Amount funded:** $130,000**Amount of years:** 3**Project title:** *Learning essential knowledge by design: Connecting mathematics and science in the middle years of schooling***Publications:** 38, 49, 54, 55

**Project ID:** LP0775375**CI Names:** Prof P. Sullivan, Prof DM Clarke, A/P B. Clarke**Amount funded:** $510,000**Amount of years:** 3**Project title:** *Examining the relationship between the documented curriculum, classroom tasks, and the learning of mathematics***Publications:** 1, 25, 27, 28, 44, 45, 46, 48, 51