Remedios, L. Clarke, D.J., & Hawthorne, L. (2008). The silent participant in small group collaborative learning contexts. Active Learning in Higher Education, vol. 9(3), 201-216.

Clarke, D.J. & Novotna, J. (2008). Classroom Research in Mathematics Education as a Collaborative Enterprise for the International Research Community: The Leaner'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, L-H. (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.

Remedios, L., Clarke, D.J., & Hawthorne, L. (2008). Framing Collaborative Behaviours: Listening and Speaking on Problem-Based Learning. The Interdisciplinary Journal of Problem-Based Learning, 2(1), 1-20.

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.

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 4^th East-Asian Research Conference on Mathematics Education), June 18-22, 2007. Penang: University of Malaysia, pp. 518-524.

Clarke, D.J. (2006). Using International Comparative Research to Contest Prevalent Oppositional Dichotomies. Zentralblatt für Didaktik der Mathematik, 38(5), 376-387.

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.

Heinze, A., Lipowsky, F., & Clarke, D.J. (2006). Introduction. Zentralblatt für Didaktik der Mathematik, 38(5), 366-367.

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., 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.

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.

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.

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.

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.

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 13^th ICMI Study. New York: Springer, pp. 353-380.

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 28^th 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 29^th 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).

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., 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.

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.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.

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 Technololgy Education. Durban: University of Natal, pp. 398-404.

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.

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.

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).

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. (1998). Studying the classroom negotiation of meaning: Complementary accounts methodology.  Chapter 7 in A. Teppo (Ed.) Qualitative research methods in mathematics education.  Monograph Number 9 of the Journal for Research in Mathematics Education. Reston, VA:  NCTM, pp. 98-111 (ISBN 0-87353-459-X)

Clarke, D.J. & Kessel, C. (1995). To know and to be right:  Studying the Classroom Negotiation of Meaning.  In B. Atweh & S. Flavel (Eds.). Galtha: MERGA 18.  Proceedings of the 18th annual conference of the Mathematics Education Research Group of Australasia.  Darwin, NT:  University of the Northern Territory, pp.  170 - 177.

Sullivan, P. and Clarke, D.J. (1991). Communication in the Classroom:  The Importance of Good Questioning.  Geelong:  Deakin University Press (73 pages) (ISBN 0-7300-1355-3)

Clarke, D.J. (1985). Classroom Research:  Generalizing from Case Studies.  In A. Bell, B. Low & J. Kilpatrick (Eds.) Theory, Research & Practice in Mathematical Education.  Collected Papers from the 5th International Congress on Mathematical Education.  Shell Centre for Mathematical Education, University of Nottingham, U.K., 523 - 540.