Perspectives on practice and meaning in mathematics and science classrooms

By David Clarke. 2002

141 citations recorded by the source corpus.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/69bda8d8520f87054d5da8de261111db74078088

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. J. Francisco
2. Paul Andrews
3. Carolyn A. Maher
4. J. Wilson
5. David Clarke
6. Tesha Sengupta‐Irving
7. Priyanka Agarwal
8. Ana Kuzle

In Literature and Literary Theory

1. Paul Andrews
2. J. Wilson

Citations in the corpus

• An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data☆ (2003, background): “For inquiring into the teaching and learning of mathematics and science in classrooms, Clarke and his collaborators (Clarke, 2001b) have developed a qualitative analytic approach, called Complementary Accounts Methodology.”
• Towards the modelling of mathematical metacognition (2004, background): “In particular, detailed information on student utilisation of metacognitive functions is needed in order that any teacher intervention or scaffolding can be informed and purposeful (see Holton & Clarke, 2002).”
• Negotiating meaning in cross‐national studies of mathematics teaching: kissing frogs to find princes (2007, background): “Moreover, negotiation is dependent on language that is itself intersubjective (Clarke, 2001).”