Introducing challenging tasks: Inviting and clarifying without explaining and demonstrating.
- Published in:
- Australian Primary Mathematics Classroom, 2016, v. 21, n. 3, p. 3
- By:
- Publication type:
- Article
Works by Clarke, Doug
Results: 27
1
2
Teachers holding back from telling.
- Published in:
- Australian Primary Mathematics Classroom, 2014, v. 19, n. 4, p. 3
- By:
- Publication type:
- Article
3
STRATEGIES FOR ENCOURAGING STUDENTS TO PERSIST ON CHALLENGING TASKS: Some insights from work in classrooms.
- Published in:
- Australian Primary Mathematics Classroom, 2013, v. 18, n. 4, p. 27
- By:
- Publication type:
- Article
4
Reasoning in the Australian Curriculum: UNDERSTANDING ITS MEANING AND USING THE RELEVANT LANGUAGE.
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 28
- By:
- Publication type:
- Article
5
Choosing tasks to match the content you are wanting to teach.
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 24
- By:
- Publication type:
- Article
6
TEACHER DECISIONS ABOUT PLANNING AND ASSESSMENT IN PRIMARY MATHEMATICS.
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 20
- By:
- Publication type:
- Article
7
IMPORTANT IDEAS IN MATHEMATICS: WHAT ARE THEY AND WHERE DO YOU GET THEM?
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 13
- By:
- Publication type:
- Article
8
How do mathematics teachers decide what to teach?: Curriculum authority and sources of information accessed by Australian teachers.
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 9
- By:
- Publication type:
- Article
9
TEACHERS' PLANNING PROCESSES: Seeking Insights from Australian teachers.
- Published in:
- Australian Primary Mathematics Classroom, 2012, v. 17, n. 3, p. 4
- By:
- Publication type:
- Article
10
DO DEMONSTRATION LESSONS WORK?
- Published in:
- Australian Primary Mathematics Classroom, 2011, v. 16, n. 2, p. 12
- By:
- Publication type:
- Article
11
The power of a single game to address a range of important ideas in fraction learning.
- Published in:
- Australian Primary Mathematics Classroom, 2010, v. 15, n. 3, p. 18
- By:
- Publication type:
- Article
12
Using mathematical tasks built around "real" contexts: Opportunities and challenges for teachers and students.
- Published in:
- Australian Primary Mathematics Classroom, 2009, v. 14, n. 2, p. 24
- By:
- Publication type:
- Article
13
Fractions as division.
- Published in:
- Australian Primary Mathematics Classroom, 2006, v. 11, n. 3, p. 4
- By:
- Publication type:
- Article
14
An issue in teaching and learning subtraction WHAT'S THE DIFFERENCE?
- Published in:
- Australian Primary Mathematics Classroom, 2003, v. 8, n. 3, p. 4
- By:
- Publication type:
- Article
15
Making measurement come alive with a children's storybook.
- Published in:
- Australian Primary Mathematics Classroom, 2002, v. 7, n. 3, p. 9
- By:
- Publication type:
- Article
16
Challenging and Enjoyable Mathematics for Young Children.
- Published in:
- Australian Primary Mathematics Classroom, 2001, v. 6, n. 1, p. 21
- By:
- Publication type:
- Article
17
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning.
- Published in:
- Mathematics Teacher Education & Development, 2014, p. 1
- By:
- Publication type:
- Article
18
Teaching Strategies for Building Student Persistence on Challenging Tasks: Insights Emerging from Two Approaches to Teacher Professional Learning.
- Published in:
- Mathematics Teacher Education & Development, 2014, v. 16, n. 2, p. 46
- By:
- Publication type:
- Article
19
Supporting teachers in structuring mathematics lessons involving challenging tasks.
- Published in:
- Journal of Mathematics Teacher Education, 2015, v. 18, n. 2, p. 123, doi. 10.1007/s10857-014-9279-2
- By:
- Publication type:
- Article
20
Encouraging students to persist when working on challenging tasks Some insights from teachers.
- Published in:
- Australian Mathematics Teacher, 2014, v. 70, n. 1, p. 3
- By:
- Publication type:
- Article
21
EXPLORING THE RELATIONSHIP BETWEEN TASK, TEACHER ACTIONS, AND STUDENT LEARNING.
- Published in:
- PNA (1886-1350), 2010, v. 4, n. 4, p. 133, doi. 10.30827/pna.v4i4.6163
- By:
- Publication type:
- Article
22
You Decide: More than meets the eye.
- Published in:
- Australian Primary Mathematics Classroom, 2023, v. 28, n. 1, p. 18
- By:
- Publication type:
- Article
23
Five perspectives on the use of ‘I can’ statements.
- Published in:
- Australian Primary Mathematics Classroom, 2022, v. 27, n. 3, p. 34
- By:
- Publication type:
- Article
24
Calling a spade a spade: The impact of withinclass ability grouping on opportunity to learn mathematics in the primary school.
- Published in:
- Australian Primary Mathematics Classroom, 2021, v. 26, n. 1, p. 3
- By:
- Publication type:
- Article
25
Making NAPLAN a more enriching experience for teachers and students: Some productive possibilities.
- Published in:
- Australian Primary Mathematics Classroom, 2020, v. 25, n. 4, p. 9
- By:
- Publication type:
- Article
26
A powerful image of mathematical thinking, doing and being: The four proficiencies as verbs.
- Published in:
- Australian Primary Mathematics Classroom, 2020, v. 25, n. 3, p. 3
- By:
- Publication type:
- Article
27
Students’ fraction comparison strategies as a window into robust understanding and possible pointers for instruction.
- Published in:
- Educational Studies in Mathematics, 2009, v. 72, n. 1, p. 127, doi. 10.1007/s10649-009-9198-9
- By:
- Publication type:
- Article