Volume 54, Issue 2 | ZDM – Mathematics Education

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Volume 54, Issue 2

May 2022

Understanding complexity in the mathematics classroom: In memoriam David Clarke

Issue Editors:

Yoshinori Shimizu,
Berinderjeet Kaur,
Carmel Mesiti,
Man Ching Esther Chan

20 articles in this issue

Understanding complexity in the mathematics classroom: in memoriam David Clarke
Yoshinori Shimizu
Berinderjeet Kaur
Man Ching Esther Chan
Editorial 02 June 2022 Pages: 231 - 235
Reflections on David Clarke’s intellectual legacy
Alan Schoenfeld
Commentary Open access 19 July 2021 Pages: 237 - 238
Towards an international lexicon
Carmel Mesiti
Michèle Artigue
Jarmila Novotná
Original Paper Open access 28 March 2022 Pages: 239 - 255
Investigating teacher noticing and learning in Australia, China, and Germany: a tale of three teachers
Milena Damrau
Daniel Barton
Andrea Peter-Koop
Original Paper Open access 29 April 2022 Pages: 257 - 271
Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms
Lihua Xu
Carmel Mesiti
Original Article 25 January 2022 Pages: 273 - 286
A comparison of meaning negotiation during collaborative problem solving in mathematics between students in China and Australia
Shu Zhang
Yiming Cao
May Ee Vivien Wan
Original Paper 26 February 2022 Pages: 287 - 302
Theory of Didactical Situations in Mathematics as one of the theoretical approaches to the LPS analysis of classroom data: the case of institutionalization
Jarmila Novotná
Alena Hošpesová
Original Paper 28 February 2022 Pages: 303 - 316
Learning research in a laboratory classroom: a reflection on complementarity and commensurability among multiple analytical accounts
Man Ching Esther Chan
Josephine Moate
with the Social Unit of Learning project team
Original Paper Open access 04 February 2022 Pages: 317 - 329
What does it take to learn about teaching and learning in classrooms across cultures?
Jonas Emanuelsson
Fritjof Sahlström
Original Paper Open access 27 April 2022 Pages: 331 - 341
Teachers’ guidance of students’ focus toward lesson objectives: how does a competent teacher make decisions in the key interactions?
Keiko Hino
Yuka Funahashi
Original Paper Open access 17 March 2022 Pages: 343 - 357
Teachers’ changes when addressing the challenges in unexpected migration to online mathematics teaching during the COVID-19 pandemic: a case study in Shanghai
Xingfeng Huang
Mun Yee Lai
Rongjin Huang
Original Paper 02 June 2022 Pages: 359 - 372
Teachers’ learning in lesson study: insights provided by a modified version of the interconnected model of teacher professional growth
João Pedro da Ponte
Marisa Quaresma
Joana Mata-Pereira
Original Paper 23 April 2022 Pages: 373 - 386
Mathematics teacher practice and student perception of how they learn mathematics in the context of Singapore
Berinderjeet Kaur
Original Paper 02 November 2021 Pages: 387 - 402
Exploring students’ mathematical discussions in a multi-level hybrid learning environment
Chiara Giberti
Ferdinando Arzarello
Heidrun Demo
Original Paper Open access 05 May 2022 Pages: 403 - 418
Discussing students’ thinking and perspectives for improving teaching: An analysis of teachers’ reflection in post-lesson discussions in lesson study cycles
Yoshinori Shimizu
Hyomin Kang
Original Paper Open access 19 May 2022 Pages: 419 - 431
Advancing video research methodology to capture the processes of social interaction and multimodality
Markku S. Hannula
Eeva Haataja
Anu Laine
Original Article Open access 15 January 2022 Pages: 433 - 443
The Learner’s Perspective Study Methodology: a legacy for future researchers
Gaye Williams
Original Paper Open access 04 May 2022 Pages: 445 - 456
Reflections on themes in professional contributions by David Clarke
Doug Clarke
Max Stephens
Peter Sullivan
Original Paper 24 June 2021 Pages: 457 - 465
David Clarke, the doctoral student
Gilah Leder
Commentary 01 October 2021 Pages: 467 - 470
The conversation that never stopped
Anna Sfard
Commentary 06 August 2021 Pages: 471 - 476