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Volumes 1, 2, 3 and 4 in the LPS Book Series



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Volume 1: Mathematics Classrooms in Twelve Countries: The Insider's Perspective - edited by D.J. Clarke, C. Keitel, & Y. Shimizu


Volume 2: Making Connections: Comparing Mathematics Classrooms Around the World - edited by D.J. Clarke, J. Emanuelsson, E. Jablonka, & I.A.C. Mok

Volume 3: Mathematical Tasks in Classrooms Around the World - edited by Y. Shimizu, B. Kaur, R. Huang & D.J. Clarke.

Volume 4: Student Voice in Mathematics Classroom Around the World - edited by B. Kaur, G. Anthony, M. Ohtani & D. J. Clarke.

Published by Sense Publishers

LPS-Related Publications by Team Members
2013
Clarke, 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). Analyzing opportunities for students’ learning in Chinese mathematics classrooms through the Reflection on Activity-Effect Relationship lens. In Fan, L., Wong, N. Y., Cai, J., & Li, S (Eds.), How Chinese teach mathematics: Perspectives from insiders. Singapore: World Scientific.

Huang, R., & Barlow, A. T. (in press). Matches and discrepancies: Students perceptions and teacher intentions in Chinese mathematics classrooms. In B. Kaur, G., Anthony, M. Ohtani, & D. Clarke (Eds.), Students’ voice in mathematics classrooms around the world. Rotterdam, The Netherlands: Sense.

Huang, Y., & Li, Y. (in press). What helps make coherent mathematics teaching possible: An examination of teaching “systems of linear equations” in Shanghai? In D. Clarke, I. A. C. Mok, & G. Williams (Eds.), Coherence in the mathematics classroom: The teaching of a topic in mathematics classrooms around the world. Rotterdam: Sense.

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.), The teaching and learning of algebra around the world. Rotterdam: Sense.

Huang, R., Mok, I. A. C., & Leung, F. K. S. (in press). Constructing algebraic concepts in Chinese classrooms: the teaching of a system of linear equations. In F. K.S. Leung, K. Park, & D. Clarke (Eds.), The teaching and learning of algebra around the world. Rotterdam: Sense.

Jablonka, E. (2013). Classroom culture and mathematics learning. In P. Andrews & T. Rowland (Eds.), MasterClass in Mathematics Education (pp. 203-214). London: Continuum publishers.

Niss, M., Emanuelsson, J. & Nyström, P. (2013). Methods for Studying Mathematics Teaching and Learning Internationally. In M. A. Clements, C. Keitel, A. J. Bishop, J. Kilpatrick and F. Leung (Eds). Third International Handbook of Mathematics Education (pp. 975-1008). New York: Springer.

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.

2012

Clarke, 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. Research in Mathematics Education, 14(2), 203-204.

Mok, I.A.C. (2012). Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Y. Li, & R. Huang (Eds.) How Chinese teach mathematics. Chapter 8, pp. 120-133. New York and London: Routledge Taylor and Francis Group.

2011

Clarke, 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. The Journal of Mathematical Behavior, 30, 149–165.

2010

Cao, 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.

Clarke, D.J. (2010). Speaking in and about mathematics classrooms internationally: The technical vocabulary of students and teachers. In G. Masters, J. Ainley, K. Stacey, D. Leigh-Lancaster, R. Turner, K-A. Hoad & L. Rosman (Eds.), Teaching mathematics? Make it count. Keynote published in the Proceedings of the Australian Council for Educational Research 2010 Conference, pp. 3-7. Melbourne: ACER.

Clarke, D.J., Emanuelsson, J., & Ohtani, M. (2010). Research Forum 3: Speaking in and about the mathematics classroom. 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. 213-243. Belo Horizonte, Brazil: PME.

Clarke, D. J., Xu, L. H., & Wan, M. E. V. (2010). The function of spoken mathematics in mathematics classrooms in different cultural settings. 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. 222-225. Belo Horizonte, Brazil: PME.

Clarke, D. J. (2010). Speaking in and about the mathematics classroom: A recapitulation. 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. 239-243. Belo Horizonte, Brazil: PME.

Clarke, D. J., Xu, L., & Wan, V. (2010). Student speech as an instructional priority: Mathematics classrooms in seven culturally-differentiated cities. Innovation and Creativity in Education, 2(2), 3811-3817.

Clarke, D. J., Xu, L., & Wan, V. (2010). Spoken mathematics as a distinguishing characteristic of mathematics classrooms in different countries. Mathematics Bulletin – a journal for educators (China), Volume 49, Special Issue (Y. Li & Z. Huan (Eds.), Mathematics education: perspectives and practices in the East and West), 1 -12.

Clarke, D. J. (2010). Appendix A: The LPS Research Design. In Y. Shimizu, B. Kaur, R. Huang, & D.J. Clarke (Eds.), Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers, 217-232.

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). Research on mathematic classroom instruction. Shanghai: Shanghai Educational Press.

Huang, R., & Li, Y. (2010). The development of research on mathematics classroom teaching. In R. Huang &Y. Li (Eds.), Research on mathematics classroom teaching (pp.23-48) Shanghai: Shanghai Educational Press.

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.), Mathematical tasks in classrooms around the world (pp.147-166). Rotterdam, The Netherlands: Sense.

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.), Mathematical tasks in classrooms around the world. 119–145. Rotterdam: Sense Publishers B.V.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (Eds.) (2010). Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers.

Shimizu, Y., Kaur, B., Huang, R., & Clarke, D.J. (2010). The Role of Mathematical Tasks in Different Cultures. Chapter 1 in Y. Shimizu, B. Kaur, R. Huang, & D. J. Clarke (Eds.). Mathematical Tasks in Classrooms Around the World. Rotterdam: Sense Publishers, pp. 1–14.

2009

Clarke, 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.

Clarke, D.J., Mitchell, C. & Bowman, P. (2009). Optimising the use of available technology to support international collaborative research in mathematics classrooms. In T. Janik & T. Seidel (Eds.) The power of video studies in investigating teaching and learning in the classroom, New York: Waxmann, pp. 39-60.

Clarke, D.J., Xu, L.H., & Wan, M.E.V. (2009). Spoken mathematics and learning outcomes in international mathematics classrooms (abstract of poster presentation). In M. Tzekaki, M. Kadrimidou, & H. Sakonidis (Eds.), In Search for Theories in Mathematics Education. Proceedings of the 33rd Conference of the International Group for Psychology of Mathematics Education, Volume 5. Thessaloniki, Greece: PME, page 448.

Huang, R., & Li, Y. (2009). Learning from LPS video-taped mathematics classroom studies. Journal of Zhejiang Education Institute, 1, 45-52

Gellert, U., & Jablonka, E. (2009). “I am not talking about reality”: Word problems and the intricacies of producing legitimate text. In L. Verschaffel, B. Greer, B., W. van Dooren & S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 39-53). Rotterdam: Sense Publishers.

Mok, I.A.C. (2009). A Glimpse of A Mathematical Enculturator in Chinese Mathematics Classrooms: An Example from A Shanghai Lesson. Selected Papers of The ICME 11 Topic Study Group 24: Research on classroom practice. A monograph for Topic Study Group 24, ICME 11, July 6 – 13, 2008, Monterrey, Mexico. QUADERNI DI RICERCA IN DIDATTICA (Scienze Matematiche) of G.R.I.M. Supplemento n. 4 al N.19- PALERMO 2009. pp. 1-7. ISSN 1592-4424. Available at http://math.unipa.it/~grim/quaderno19_suppl_4.htm

2008

Clarke, 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.

Clarke, D.J. & Novotna, J. (2008). Classroom Research in Mathematics Education as a Collaborative Enterprise for the International Research Community: The Learner’s Perspective Study. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME32 and PME-NA XXX, Volume 1, 89-120.

Clarke, D.J. & Xu, Li Hua (2008). Mathematical Orality in Asian and Western Mathematics Classrooms. In O. Figueras, J.L. Cortina, S. Alatorre, T. Rojano, & A. Sepulveda (Eds.), Proceedings of the Joint Meeting of PME32 and PME-NA XXX, Volume 2, 337-344.

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.

Emanuelsson, J & Sahlström, F. (2008). The price of participation – Teacher Control versus Student Participation in Classroom Interaction. Scandinavian Journal for Education 52(2), 205 – 223

2007

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., 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. International Journal of Educational Research 46, 280–293.

Huang, R., & Wong, I. (2007). A comparison of mathematics classroom teaching in Hong Kong, Macau and Shanghai. Journal of Mathematics Education, 16 (2), 77-81.

 

2006

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]

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. (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.

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.) Making Connections: Comparing Mathematics Classrooms Around the World.. Rotterdam: Sense Publishers B.V.

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.), Mathematics classrooms in twelve countries: The insider's perspective (pp.263-274). Rotterdam: Sense.

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.

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.

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.

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.

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.) Mathematics Classrooms in 12 Countries: The Insiders’ Perspective. Rotterdam: Sense Publishers B.V.

Mok, I.A.C. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Asia Pacific Journal of Education, 26(2), 131-142.

Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Making Connections: Comparing Mathematics Classrooms Around the World. Rotterdam: Sense Publishers B.V.

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.) Mathematics Classrooms in

 

2005

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).

2004

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. (2004). Kikan-Shido: Between Desks Instruction. 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)

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)

2003

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. (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.J. (2003). The Problematics of International Lesson Structure Comparisons. 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)

Clarke, D.J. & Huang, R. (2003). The Distribution of the Responsibility for Knowledge Generation in Mathematics Classes in Australia and China. 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.

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)

Clarke, D. & Suri, H. (2003). Issues of Voice and Variation: Developments in International Comparative Research in Mathematics Education. 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)

Jablonka, E. (2003). The Structure of Mathematics Lessons in German Classrooms: Variations on a Theme. 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)

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)

Jablonka, E. (2003). The Structure of Mathematics Lessons in German Classrooms: Variations on a Theme. 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)

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 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)

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)

Mok, I.A.C. (2003). The Story of a 'Teacher-Dominating' Lesson in Shanghai. 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)

Ohtani, M. (2003). Social Formation of Mathematical Activity in a Japanese Mathematics Classroom: "Revoicing" as a Unit of Analysis. 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)

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)

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 Hawai'i. (download pdf file)

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. (download pdf file)

2002

Amit, 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.J. (2002). The Learner's Perspective Study: Methodology as the Enactment of a Theory of Practice. 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)

Clarke, D.J. (2002). The Learner's Perspective Study: Exploiting the potential for complementary analyses. Paper presented as part of the symposium 'Primary Research, Secondary Research and Research Synthesis: Theory, Value and Linkage' at the Annual Meeting of the American Educational Research Association, New Orleans, April 1-5, 2002. (download pdf file)

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). 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. (download pdf file)

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.

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.

Jablonka, E. (2002). Analysing Argumentation in a German Mathematics Classroom. Paper accepted for The International Commission on Mathematical Instruction (ICMI) Comparative Study Conference 'Mathematics Education in Different Cultural Traditions,' October 21-25, 2002.

Keitel, C. (2002). Establish the common in the diverse - respect the diverse in the common! How to reconcile the diversity of students ' views on mathematics and education, their intentions, interests and values? 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.

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.

Ohtani, M. (2002). Social formation of mathematical activity in mathematics classrooms. Kazama Shobo, pp. 1-524+iv. [in Japanese]

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.

Shimizu, Y. (2002). Capturing the structure of Japanese mathematics lessons: Some findings of the international comparative studies. Paper presented at the ICMI-Second East Asia Regional Conference on Mathematics Education and Ninth Southeast Asian Conference on Mathematics Education, May 27-31, 2002, National Institute of Education, Nanyang Technological University, Singapore. (download pdf file)

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)

Williams, G. (2002). Associations between mathematically insightful collaborative behaviour and positive affect. Paper presented at the 26th Annual Conference of the International Group for the Psychology of Mathematics Education, Norwich, UK, July 21-26, 2002. (download pdf file)

Williams, G. & Clarke, D.J. (2002). The Contribution of Student Voice in Classroom Research: A Case Study. In C. Malcolm & C. Lubisi (Eds.), Proceedings of the tenth annual meeting of the Southern African Association for Research in Mathematics, Science and Technololgy Education (section III, pp. 398-404). Durban: University of Natal. (download .pdf file)

2001

Barnes, 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). 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.

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.

Clarke, D.J. (2001). Researching Practice. 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.

Clarke, D.J. (2001). Researching the interdependence of teaching and learning. Paper presented as part of the symposium 'Secondary Analyses of Video Data' at the Annual Meeting of the American Education Research Association, Seattle, April 10-14, 2001.

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.

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). '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 (vol. II, pp. 539-546). Sydney: MERGA. (download pdf file)

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)

2000

Clarke, 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).

1999

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. (1999). What can we learn from international comparative studies of mathematics classrooms? Vinculum, November issue, (invited article).

1998

Clarke, 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).