Abstract
In this article, three of David Clarke’s long time collaborators offer perspectives on how David shaped and continued to influence projects in which they were involved, over a 30 year period. The three sections of the article focus on David’s contributions to original research on high stakes assessment, research on the development and use of assessment alternatives to traditional pen and paper assessments, and research in three smaller projects involving the use of open-ended questions, the implementation of the Australian Curriculum: Mathematics, and the complexity of the mathematics classroom, respectively. Through discussion of these various national and international projects, the authors provide examples of David’s capacity to synthesise theoretical ideas, to appreciate the implications for classroom practice, and to communicate both perspectives to researchers, teacher educators and teachers. The authors argue that David’s capacity to distil crucially important ideas into brief, highly insightful statements, was fundamental to the enactment and effectiveness of both research studies and projects for the teaching profession.
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Clarke, D., Stephens, M. & Sullivan, P. Reflections on themes in professional contributions by David Clarke. ZDM Mathematics Education 54, 457–465 (2022). https://doi.org/10.1007/s11858-021-01288-5
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DOI: https://doi.org/10.1007/s11858-021-01288-5