Suri, H. & Clarke, D.J. (2009). Advancements in Research Synthesis Methods: From a Methodologically Inclusive Perspective. Review of Educational Research, 79(1), 395-430.  

Clarke, D.J. Goos, M., & Morony, W. (2007). Problem Solving and Working Mathematically: An Australian Perspective. Zentralblatt für Didaktik der Mathematik (ZDM International Journal of Mathematics Education), 39, 475-490.

Blyth, W.F., Clarke, D.J., & Labovic, A. (2006). Video analysis to understand e-learning of vector calculus. In A. Stacey, B. Blyth, J. Shepherd, & A.J. Roberts, Proceedings of the 7^th Biennial Engineering Mathematics and Applications Conference, EMAC-2005. Volume 47 of the series ANZIAM J, pp. C185-C199.

[Blyth, W. F., Clarke, D. J., & Labovic, A. (2006). Video analysis to understand e-learning of vector calculus. ANZIAM J, 47(EMAC2005), C185-C199.]

Holton, D. & Clarke, D.J. (2006). Scaffolding and Metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.

Molloy, E. & Clarke, D.J. (2005). The positioning of physiotherapy students and supervisors in feedback sessions. Focus on Health Professional Education: A multi-disciplinary journal 7: 79-90.

Lobato, J., Clarke, D.J., & Ellis, A.B. (2005). Initiating and Eliciting in Teaching: A Reformulation of Telling. Journal for Research in Mathematics Education 36(2), 101-136.

Clarke, D.J., Breed, M., & Fraser, S. (2004). The Consequences of a Problem-Based Mathematics Curriculum. The Mathematics Educator, 14(2), 7-16 (published through the University of Georgia-Athens, USA).

Wilson, J. & Clarke, D.J. (2004). Towards a Model of Mathematical Metacognition. Mathematics Education Research Journal 16(2), 25-48.

Wilson, J. M. & Clarke, D. J. (2002). Modelling Mathematical Metacognition.  In Elliott S & Porter AC(eds), Validity and value in education research. 24.36 (1): 26. New Orleans, United States: American Educational Research Association.

Clarke, D.J. & Lobato, J. (2002). To Tell or Not To Tell: A Reformulation of Telling and the Development of an Initiating/Eliciting Model of Teaching. In Section II 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. 15-22.

Clarke, D.J. & Helme, S. (1998). Context as construction.  In O. Bjorkqvist (Ed.) Mathematics Teaching from a Constructivist Point of View. Vasa, Finland: Faculty of Education, Abo Akademi University, 129-147 (ISBN 952-12-0151-7).

Clarke, D.J. (1996). Learning research.  In P.C. Clarkson (Ed.). Technology in mathematics education.  Proceedings of the 19th annual conference of the Mathematics Education Research Group of Australasia (MERGA), June 30 - July 3, 1996, at the University of Melbourne. Melbourne:  MERGA, pp. 1 - 9.

Clarke, D.J. (1994). The metaphorical modelling of "coming to know".  In J. P. da Ponte and J. F. Matos (Eds.) Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education. Volume 1.  University of Lisbon, Portugal, July 29 to August 3, pp. 193 - 200.

Clarke, D.J. (1994). Why don't we just tell them?  In C. Beesey & D. Rasmussen (Eds.) Mathematics without limits. Brunswick, Vic.: Mathematical Association of Victoria, pp. 3 - 10.

Clarke, D.J., Waywood, A., & Stephens, M. (1994). Probing the structure of mathematical writing. Educational Studies in Mathematics.25(3), 235 - 250.

Clarke, D.J. & Helme, S. (1994). The role of context in mathematical activity.  In D. Kirschner (Ed.)  Proceedings of the Sixteenth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education.  Volume 1.  Baton Rouge, Louisiana: Louisiana State University, pp.  239 - 246.

Clarke, D.J., Barnett, C. & Frid, S. (1994). TRIADS:  The implications of a new theoretical structure.  In J. P. da Ponte and J. F. Matos (Eds.) Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education.  Volume 1. University of Lisbon, Portugal, July 29 to August 3, p. 90.

Clarke, D.J., Morony, W. & Schmitt, B. (1993). Social justice and the mathematics curriculum:  An evaluation of one attempt to develop an inclusive curriculum.  In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education.  Kelvin Grove, Qld:  MERGA, pp. 161 - 166.

Clarke, D.J., Frid, S. & Barnett, C. (1993). Triadic systems in education: Categorical, cultural or coincidence.  In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.) Contexts in Mathematics Education.  Kelvin Grove, Qld:  MERGA, pp. 153 - 160.

Clarke, D.J., Stephens, W.M., and Waywood, A. (1992). Communication and the learning of mathematics.  Chapter 10 in T.A. Romberg (ed.) Mathematics assessment and evaluation:  Imperatives for mathematics educators.   Albany, New York:  The State University of New York (SUNY) Press.

Clarke, D.J. (1992). The transition to secondary school mathematics.  In D.F. Robitaille, D.H. Wheeler, & C. Kieran  (Eds.) Selected lectures from the 7th International Congress on Mathematics Education. Quebec:  Les Presses de L'Universite Laval, 59 - 76.

Clarke, D.J. and Wallbridge, M. (1989). How many mathematics are there?  In B. Doig (ed.) Every One Counts.  Parkville: Mathematical Association of Victoria.

Clarke, D.J. and McDonough, A. (1989). The problems of the problem solving classroom. The Australian Mathematics Teacher 45(2), 20 - 24.

Clarke, D.J. (1986). Conceptions of Mathematical Competence. Research in Mathematics Education in Australia, No. 2, 17 - 23.

Clarke, D.J. (1985). The Impact of Secondary Schooling and Secondary Mathematics on Student Mathematical Behaviour. Educational Studies in Mathematics 16(3), 231 - 257.

Clarke, D.J. (1984). Secondary Mathematics Teaching:  Towards a Critical Appraisal of Current Practice. Vinculum 21(4), 16 - 21.

Clarke, D.J. (1983). Three-Way Tug of War - a Vector Activity. The Australian Mathematics Teacher 39(4), 28 - 29.