Professor Doug Clarke - Faculty of Education & Arts (Faculty of Education and Arts)
Fully accredited supervisor - Can supervise as principal supervisor
Research interests including mathematical tasks, early mathematics learning, teacher professional development, the power of the one-to-one, task-based assessment interview, rational number learning, and making mathematics relevant to students' needs and interests.
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Early Mathematics Learning ; Teacher Professional Development ; Teacher ; One-To-One ; Task-Based Assessment Interview ; Education ; Making Mathematics Relevant To Students ; Mathematics ; Numeracy ; Learning ; Early Learning ; Rational Number Learning ;
- G2235 Developing Research-Based Achievement Standards for Mathematics (PhD) (Co-Supervisor)
- G1248 People Educational Policy: Realising the new Australian English and Mathematics Curricula (LP110100062) (PhD) (Principal Supervisor)
- G8217 Research and professional development for contemporary teaching and learning of mathematics (PhD) (Principal Supervisor)
- G4248 Learning from Lessons: Studying the construction of teacher knowledge catalyzed by purposefully-designed experimental mathematics lessons (PhD) (Principal Supervisor)
- G1249 Investigating the relationship between teacher expectations, student persistence and the learning of mathematics (PhD) (Principal Supervisor)
Creatiing a classroom culture which encourages students to persist on cognitively demanding tasks
Teaching with tasks for effective mathematics learning
The power of a single game to address a range of important ideas in fraction learning, in Australian Primary Mathematics Classroom (print version)
Using mathematical tasks built around "real" contexts: Opportunites and challenges for teachers and students: The need for greater challenge and relevance for students in the middle years, in Australian Primary Mathematics Classroom (print ve...
Students' fraction comparison startegies as a window into robust understanding and possible pointers for instruction, in Educational Studies in Mathematics: an international journal (print version)
Converting Mathematics Tasks to Learning Opportunities: An Important Aspect of Knowledge for Mathematics Teaching, in Mathematics Education Research Journal (print ver...
The mathematics teacher as curriculum maker: Developing knowledge for enacting curriculum, in Knowledge and Beliefs in Mathematics Teaching and Teaching Development