Professor Doug Clarke
Professor Doug Clarke
Director, Mathematics Teaching and Learning Research Centre, Australian Catholic University
Verified email at acu.edu.au - Homepage
TitleCited byYear
The changing role of the mathematics teacher
DM Clarke
Journal for Research in Mathematics Education, 278-308, 1997
2691997
Ten key principles from research for the professional development of mathematics teachers
DM Clarke
Professional development for teachers of mathematics 1994, 1994
240*1994
Supporting teachers in the development of young children’s mathematical thinking: Three large scale cases
J Bobis, B Clarke, DM Clarke, G Thomas, B Wright, J Young-Loveridge, ...
Mathematics Education Research Journal 16 (3), 27-57, 2005
2352005
ENRP final report
D Clarke, J Cheeseman, A Gervasoni, D Gronn, M Horne, A McDonough, ...
Melbourne: Australian Catholic University, 2002
134*2002
Early numeracy research project final report
DM Clarke, J Cheeseman, A Gervasoni, D Gronn, M Horne, ...
Melbourne: Australian Catholic University, 2002
134*2002
Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction
DM Clarke, A Roche
Educational Studies in Mathematics 72 (1), 127-138, 2009
1202009
Teaching with tasks for effective mathematics learning
P Sullivan, DM Clarke, B Clarke
Springer Verlag, 2013
1192013
The mathematical knowledge and understanding young children bring to school
B Clarke, J Cheeseman, DM Clarke
Mathematics Education Research Journal 18 (1), 78-102, 2006
1182006
Understanding, assessing and developing young children’s mathematical thinking: Research as a powerful tool for professional growth
DM Clarke
Numeracy and beyond 1, 9-26, 2001
1132001
Assessment alternatives in mathematics
DJ Clarke, C Lovitt, DM Clarke
Curriculum Development Centre, 1989
92*1989
Supporting teachers in structuring mathematics lessons involving challenging tasks
P Sullivan, M Askew, J Cheeseman, D Clarke, A Mornane, A Roche, ...
Journal of Mathematics Teacher Education, 1-18, 0
82
Converting mathematics tasks to learning opportunities: An important aspect of knowledge for mathematics teaching
P Sullivan, DM Clarke, B Clarke
Mathematics Education Research Journal 21 (1), 85-105, 2009
752009
Mathematics teaching in Grades K-2: Painting a picture of challenging, supportive, and effective classrooms
B Clarke, D Clarke
National Council of Teachers of Mathematics, 2004
662004
The mathematics teacher and curriculum development
B Clarke, DM Clarke, P Sullivan
International handbook of mathematics education 2 (1207-1234), 1996
601996
Changes in mathematics teaching call for assessment alternatives
DJ Clarke, DM Clarke, CJ Lovitt
Teaching and learning mathematics in the, 118-129, 1990
591990
The Mathematics Curriculum and Teaching Program Professional Development Package: Vol. 1
C Lovitt, DM Clarke
Curriculum Development Centre, 1988
59*1988
Exploring the relationship between task, teacher actions, and student learning
P Sullivan, DM Clarke, B Clarke
PNA 4 (4), 133-142, 2010
582010
Exploring the relationship between tasks, teacher actions, and student learning
P Sullivan, D Clarke, B Clarke, H O'Shea
In Search for Theories in Mathematics Education (Marianna Tzekaki, Maria …, 2009
582009
Mathematics curriculum and teaching program: Activity Bank–Volumes 1 and 2
C Lovitt, D Clarke
Canberra: Curriculum Corporation, 1988
56*1988
10 Practical tips for making fractions come alive and make sense
DM Clarke, A Roche, A Mitchell
Mathematics Teaching in the Middle School, 2008
532008
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