Early Numeracy Research Project Final Report, February, 2002 D Clarke, J Cheeseman, A Gervasoni, D Gronn, M Horne, A McDonough, ... Department of Education, Employment and Training, 2002 | 134 | 2002 |

Early Numeracy Research Project Final Report, February, 2002 D Clarke, J Cheeseman, A Gervasoni, D Gronn, M Horne, A McDonough, ... Department of Education, Employment and Training, 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 | 120 | 2009 |

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 18 (2), 123-140, 2015 | 82 | 2015 |

Year six fraction understanding: A part of the whole story DM Clarke, A Roche, A Mitchell In J. Watson & K. Beswick (Eds.), Proceedings of the 30th annual conference …, 2007 | 37 | 2007 |

Longer is Larger--Or is It?. A Roche Australian Primary Mathematics Classroom 10 (3), 11-16, 2005 | 33 | 2005 |

Assessing student understanding of fractions using task-based interviews DML Clarke, A Roche, A Mitchell, M Sukenik Charles University, 2006 | 31 | 2006 |

Ten Practical Tips for Making Fractions Come Alive and Make Sense. DM Clarke, A Roche, A Mitchell Mathematics Teaching in the Middle School 13 (7), 372-380, 2008 | 30 | 2008 |

Building teachers’ expertise in understanding, assessing and developing children’s mathematical thinking: the power of task-based, one-to-one assessment interviews D Clarke, B Clarke, A Roche ZDM 43 (6-7), 901-913, 2011 | 29 | 2011 |

When does successful comparison of decimals reflect conceptual understanding A Roche, DM Clarke Mathematics education for the third millennium: Towards 2010, 486-493, 2004 | 22 | 2004 |

Primary teachers’ written unit plans in mathematics and their perceptions of essential elements of these A Roche, DM Clarke, DJ Clarke, P Sullivan Mathematics Education Research Journal 26 (4), 853-870, 2014 | 21 | 2014 |

Professional knowledge of practising teachers of mathematics J Bobis, J Higgins, M Cavanagh, A Roche Research in Mathematics Education in Australasia 2008-2011, 313-341, 2012 | 21 | 2012 |

Professional knowledge of practising teachers of mathematics J Bobis, J Higgins, M Cavanagh, A Roche Research in Mathematics Education in Australasia 2008-2011, 313-341, 2012 | 21 | 2012 |

Challenging mathematics tasks: What they are and how to use them P Sullivan, J Cheeseman, D Michels, A Mornane, D Clarke, A Roche, ... Maths is multi-dimensional, 33-46, 2011 | 21 | 2011 |

Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning. D Clarke, J Cheeseman, A Roche, S Van Der Schans Mathematics Teacher Education and Development 16 (2), 46-70, 2014 | 20 | 2014 |

Demonstration lessons in mathematics education: teachers’ observation foci and intended changes in practice D Clarke, A Roche, K Wilkie, V Wright, J Brown, A Downton, M Horne, ... Mathematics Education Research Journal 25 (2), 207-230, 2013 | 20 | 2013 |

Making sense of partitive and quotitive division: A snapshot of teachers’ pedagogical content knowledge A Roche, D Clarke | 18 | 2009 |

Decimats: Helping Students to Make Sense of Decimal Place Value. A Roche Australian Primary Mathematics Classroom 15 (2), 4-10, 2010 | 17 | 2010 |

When successful comparison of decimals doesn’t tell the full story A Roche, DM Clarke In, 2006 | 15 | 2006 |

Primary teachers’ representations of division: Assessing mathematical knowledge that has pedagogical potential A Roche, DM Clarke Mathematics Education Research Journal 25 (2), 257-278, 2013 | 14 | 2013 |