Publications |

Published by Sense Publishers ## LPS-Related Publications by Team Members## 2013Clarke, D. J. (2013). Contingent Conceptions of Accomplished Practice: The Cultural Specificity of Discourse in and about the Mathematics Classroom. ZDM: The International Journal in Mathematics Education 45(1), 21-33.Huang, R., Miller, D., & Tzur, R. (in press). Huang, R., & Barlow, A. T. (in press). Huang, Y. Huang, R., & Li, Y. (in press). Promoting mathematical understanding: An exploratory study of teaching algebra in U.S. and Chinese classrooms. In F. K. S. Leung, K. Park, & D. Clarke (Eds.), Huang, R. Jablonka, E. (2013). Classroom culture and mathematics learning. In P. Andrews & T. Rowland (Eds.), Niss, M., Emanuelsson, J. & Nyström, P. (2013). Methods for Studying Mathematics Teaching and Learning Internationally 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. ## 2012Clarke, 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. Jablonka, E., & Andrews, P. (2012). CERME 7: Comparative studies in mathematics education. Mok, I.A.C. (2012). Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Y. Li, & R. Huang (Eds.) ## 2011Clarke, 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. Huang, R., & Cai, J. (2011). Pedagogical representations to teach linear relations in Chinese and U.S. classrooms: Parallel or hierarchical. ## 2010Cao, 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. (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), Tokyo: Japan Society of Mathematical Education, pp. 14-38. Download pdf file. 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. Chapter 10 in Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers, pp. 185-216. Huang, R., & Li, Y. (2010). Huang, R., & Li, Y. (2010). The development of research on mathematics classroom teaching. In R. Huang &Y. Li (Eds.), Huang, R., & Cai, J. (2010). Implementing mathematics tasks in the U.S. and Chinese classroom. In Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.), 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. Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010). Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers. ## 2009Clarke, 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. Huang, R., & Li, Y. (2009). Learning from LPS video-taped mathematics classroom studies.
Mok, I.A.C. (2009). A Glimpse of A Mathematical Enculturator in Chinese Mathematics Classrooms: An Example from A Shanghai Lesson. ## 2008Clarke, 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. Emanuelsson, J & Sahlström, F. (2008). The price of participation – Teacher Control versus Student Participation in Classroom Interaction. ## 2007Clarke, 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., Mesiti, C., O’Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. Huang, R., & Wong, I. (2007). A comparison of mathematics classroom teaching in Hong Kong, Macau and Shanghai.
## 2006Clarke, D.J. (2006). Using International Comparative Research to Contest Prevalent Oppositional Dichotomies. Zentralblatt für Didaktik der Mathematik, 38(5), 376-387. 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., 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. 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.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., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner’s Perspective Study and International Comparisons of Classroom Practice. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Heinze, A., Lipowsky, F., & Clarke, D.J. (2006). Introduction. Zentralblatt für Didaktik der Mathematik, 38(5), 366-367. Huang, R., Mok, I., & Leung, F. K.S. (2006). Repetition or Variation: “Practice” in the mathematics classrooms in China. In D. J. Clarke, C. Keitel, &Y. Shimizu (Eds.), 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. 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. Mok, I.A.C. (2006). Teacher-dominating lessons in Shanghai – An insiders’ story. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mok, I.A.C. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.)
## 2005Clarke, 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. ## 2004Clarke, 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., 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. J. (2004). Contrasting comparative research on teaching and learning in mathematics. In M.J. Høines & A.B. Fuglestad (Eds), Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1, Bergen: Bergen University College, 197-226. Jablonka, E. (2004). Student(s) Out the Front: Variations of a form with different functions. Paper presented as part of the symposium "Lesson Events as the Basis for International Comparisons of Classroom Practice" at the Annual Meeting of the American Educational Research Association, San Diego, April 12-16, 2004. (download pdf file) Mok, I. A. C. (2004). Learning Tasks. Paper presented as part of the symposium "Lesson Events as the Basis for International Comparisons of Classroom Practice" at the Annual Meeting of the American Educational Research Association, San Diego, April 12-16, 2004. (download pdf file) Shimizu, Y. (2004). How Do You Conclude Today's Lesson: Form and Functions of "Matome" in Mathematics Lessons. Paper presented as part of the symposium "Lesson Events as the Basis for International Comparisons of Classroom Practice" at the Annual Meeting of the American Educational Research Association, San Diego, April 12-16, 2004. (download pdf file) ## 2003Clarke, 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. & 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. (2003). The Structure of Mathematics Lessons in Australia. Paper presented as part of the symposium "Mathematics Lessons in Germany, Japan, the USA and Australia: Structure in Diversity and Diversity in Structure" at the Annual Meeting of the American Educational Research Association, Chicago, April 21-25, 2003.(download pdf file) Clarke, D. (2003). Practice, Role and Position: Whole Class Patterns of Participation. 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 file) Jablonka, E. (2003). Constraints and affordances of reasoning discourses in mathematics classrooms: Examples from Germany, Hong Kong and the United States. Paper presented as part of a symposium on social interaction and learning in mathematics classrooms at the 10th European Conference for Research on Learning and Instruction, Padova, Italy, Auguste 26-30, 2003. (download pdf file) Mesiti, C., Clarke, D., & Lobato, J. (2003). The Structure of Mathematics Lessons in the United States. Paper presented as part of the symposium "Mathematics Lessons in Germany, Japan, the USA and Australia: Structure in Diversity and Diversity in Structure" at the Annual Meeting of the American Educational Research Association, Chicago, April 21-25, 2003.(download pdf file) Mesiti, C. & Clarke, D. (2003). Lesson Patterns in Superficially Similar Cultures: The USA and Australia. Paper presented as part of the symposium "Perspectives on International Comparisons of Lesson Structure in Mathematics Classrooms in Germany, Japan, the USA, and Australia" at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy - August 26 - 30, 2003.(download pdf file) Shimizu, Y. (2003). Capturing the Structure of Japanese Mathematics Lessons as Embedded in the Teaching Unit. Paper presented as part of the symposium "Mathematics Lessons in Germany, Japan, the USA and Australia: Structure in Diversity and Diversity in Structure" at the Annual Meeting of the American Educational Research Association, Chicago, April 21-25, 2003.(download pdf file) Shimizu, Y. (2003b). Capturing the Structure of Japanese Mathematics Lessons as Embedded in the Teaching Unit. Paper presented as part of the symposium "Perspectives on International Comparisons of Lesson Structure in Mathematics Classrooms in Germany, Japan, the USA, and Australia" at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy - August 26 - 30, 2003.(download pdf file) Ulep, S. (2003). Motivational Strategies in Teaching Mathemaics: Are the 'Tricks' Working for the Learner's Good? Paper presented as part of the symposium "Social Interaction and Learning in Mathematics Classrooms in Australia, Germany, Hong Kong, Japan, the Philippines, Sweden, and the United States" at the 10th Biennial Conference of the European Association for Research on Learning and Instruction, Padova, Italy - August 26 - 30, 2003. (download pdf file) Williams, G. & Clarke, D. (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 file) ## 2002Amit, M., & Fried, M. (2002). Authority in the Mathematics Classroom and Its Influence on Students' Ability to Reflect. Paper presented at the 26th Annual Conference of the International Group for the Psychology of Mathematics Education, Norwich, UK, July 21-26. Clarke, D.J. (2002). International Perspectives on Mathematics Classrooms. In C. Malcolm & C. Lubisi (Ed.), Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technololgy Education (section IV, pp. 7-9). Durban: University of Natal. Clarke, D., & Gallos, F. (2002). The learners perspective study: a methodological overview. Paper presented as part of the Symposium: International Perspectives on Mathematics Classrooms. In Malcolm, C. & Lubisi, C. (Eds.) Proceedings of the 10th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), p. 7. Natal, South Africa: SAARMSTE. 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. Fried, M. (2002). Commonality of mathematical practice versus individuality of expression and reflection: The case of students' mathematical notebooks, Paper presented at the 54th Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques (CIEAEM), Vilanova, Catalunya, Spain, July 13-19, 2002. Jablonka, E. (2002). Analysing argumentation in the mathematics classroom. Paper presented at the interactive symposium 'International Perspectives on Mathematics Classrooms' at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. Kramarski, B., & Mevarech, Z. R. (2002). The effects of cooperative-metacognitive instruction on lower and higher achievers' solutions of mathematical authentic tasks. Paper presented at the 54th Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques (CIEAEM), Vilanova, Catalunya, Spain, July 13-19, 2002. Lopez-Real, F.J., & Mok, I.A.C. (2002). Is there a Chinese Pedagogy of Mathematics Teaching? Dimensions of Variation in Mathematics Classrooms: Examples from Hong Kong and Shanghai. Paper presented as part of the symposium 'International Perspectives on Mathematics Classrooms' at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. (download pdf file) Mukhopadhyay, S., & Lobato, J. (2002). Learning from Learner Practices. Paper presented at the interactive symposium 'International Perspectives on Mathematics Classrooms' at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. Shimizu, Y. (2002). Discrepancies in perceptions of lesson structure between the teacher and the students in the mathematics classroom. Paper presented at the interactive symposium 'International Perspectives on Mathematics Classrooms' at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. (download pdf file) Shimizu, Y. (2002). An analysis of lesson pattern in the sequence of mathematics lessons and associated values held by the teacher and students in Japan. Paper accepted for The International Commission on Mathematical Instruction (ICMI) Comparative Study Conference 'Mathematics Education in Different Cultural Traditions,' October 21-25, 2002. 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. 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 (vol. II, pp. 698-705). Auckland, New Zealand: MERGA. (download pdf file) ## 2001Barnes, M., Clarke, D.J., & Williams, G. (2001). Methodological and Ethical Issues in Interviewing School Children. Paper presented at the Annual Conference of the Association for Qualitative Research, Melbourne, July 6-7, 2001 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). 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. Clarke, D.J. (2001). Constructed Pedagogies. Paper presented at the 53rd Conference of the Commission Internationale pour l'Etude et l'Amelioration de l'Enseignement des Mathematiques (CIEAEM), Verbania, Italy, July 21-26, 2001. 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. Lopez-Real, F.J., & Mok, I.A.C. (2001). Is there a Chinese Pedagogy of Mathematics Teaching? In CERCular, the Newsletter of the Comparative Education Research Centre, HKU. (download pdf file) Suri, H., & Clarke, D.J. (2001). Understanding Mathematics Classrooms Through the Synthesis of Multiple Analyses of a Common Data Set. In J. Bobis, B. Perry & M. Mitchelmore (Eds.) Numeracy and Beyond, Proceedings of the Twenty-Fourth Annual Conference of the Mathematics Education Research Group of Australasia (pp. 468-475). Turramurra: MERGA. Vithal, R. (2001). Waves and Particles: Curriculum Stances in Complementarity. Editorial in Perspectives in Education as special guest editor, 19 (1), pp. 1-4. 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. (download pdf file) ## 2000Clarke, D.J. (2000). The practice of researching practice: Inevitable reflexivities. Invited keynote address to the annual methodology conference 'Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education,' Deakin University, Burwood Campus, November 27-28, 2000. Jablonka, E. (2000). Zur Analyse von Argumentationen im Mathematikunterricht. In M. Neubrand (Ed.), Beitraege zum Mathematikunterricht: Vortraege auf der 34. Tagung fuer Didaktik der Mathematik. Franzbecker, Hildesheim. (abstract in English: download pdf file) 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). ## 1999Clarke, 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. (1999). What can we learn from international comparative studies of mathematics classrooms? Vinculum, November issue, (invited article). ## 1998Clarke, D.J. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology. In A. Teppo (Ed.), Qualitative research methods in mathematics education [Monograph Number 9]. Journal for Research in Mathematics Education, Chapter 7, 98-111 (ISBN 0-87353-459-X). |