**Book chapters
**

Chan, M. C. E., Ochoa, X., & Clarke, D. J. (2020). Multimodal learning analytics in a laboratory classroom. In M. Virvou, E. Alepis, G. A. Tsihrintzis & L. C. Jain (Eds.), *Machine learning paradigms: Advances in learning analytics* (pp. 131-156). Cham, Switzerland: Springer. (View chapter information)

Chan, M. C. E., Mesiti, C., & Clarke, D. J. (2019). Problematising video as data in three video-based research projects in mathematics education. In G. Kaiser & N. Presmeg (Eds.), *Compendium for early career researchers in mathematics education* (pp. 199-218). Cham, Switzerland: Springer. (Download chapter)

Chan, M. C. E., & Clarke, D. J. (2019). Video-based research in a laboratory classroom. In L. Xu, G. Aranda, W. Widjaja & D. Clarke (Eds.), *Video-based research in education: Cross-disciplinary perspectives* (pp. 107-123). New York: Routledge. (View chapter information)

Clarke, D. J., & Chan, M. C. E. (2019). The use of video in classroom research: Window, lens or mirror. In L. Xu, G. Aranda, W. Widjaja & D. Clarke (Eds.), *Video-based research in education: Cross-disciplinary perspectives* (pp. 5-18). New York: Routledge. (View chapter information)

**Journal articles**

Chan, M. C. E., & Clarke, D. J. (in press). Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis. *Learning, Culture, and Social Interaction*. doi:10.1016/j.lcsi.2019.100344 (View article)

Chan, M. C. E., & Clarke, D. (2017). Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving. *ZDM-The International Journal on Mathematics Education*, *49*, 951-963. doi: 10.1007/s11858-017-0876-2 (View article)

Chan, M. C. E., Clarke, D., & Cao, Y. (2017). The social essentials of learning: an experimental investigation of collaborative problem solving and knowledge construction in mathematics classrooms in Australia and China. *Mathematics Education Research Journal*, *30*(1), 39-50. doi: 10.1007/s13394-017-0209-3 (View article)

**Conference proceedings**

Chan, M. C. E., & Clarke, D. J. (2019). Dialogue and shared cognition: student-student talk during collaborative problem solving. In M. Graven, H. Venkat, A. A. Essien & P. Vale (Eds.), *Proceedings of the 43rd Annual Meeting of the International Group for the Psychology of Mathematics Education*, Pretoria, South Africa, Vol. 2 (pp. 145-152).

Zhang, S., Chan, M. C. E., & Cao, Y. (2019). Studying student interactive positioning in collaborative mathematics problem solving: The case of four Chinese students. In G. Hine, S. Blackley & A. Cooke (Eds.), *Proceedings of the 42nd Annual Conference of the Mathematics Education Research Group of Australasia*, Perth, Western Australia (pp. 787-794).

Chan, M. C. E. (2018). Parallel analyses of collaborative mathematics problem solving in a laboratory classroom setting. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), *Proceedings of the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, Vol. 1* (p. 223).

Chan, M. C. E., Wan, M. E. V., & Clarke, D. J. (2018). Entangled modes of social interaction in student collaborative problem solving in mathematics: Connecting process and product. In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), *Proceedings of the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, Vol. 1* (pp. 225-232).

Tuohilampi, L. (2018). Analyzing engagement in mathematical collaboration: What can we say with confidence? In E. Bergqvist, M. Österholm, C. Granberg & L. Sumpter (Eds.), *Proceedings of the 42nd Annual Meeting of the International Group for the Psychology of Mathematics Education, Umeå, Sweden, Vol. 1* (pp. 235-242).

Chan, M. C. E, & Clarke, D. (2017). Entangled modes: Social interaction in collaborative problem solving in mathematics. In A. Downton, S. Livy, & J. Hall (Eds.), *Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia, Clayton, Victoria, Australia* (pp.133-140). Available at https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx

Chan, M. C. E., & Clarke, D. (2017). Learning research in a laboratory classroom: Issues and some resolutions. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), *Proceedings of the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education*, *Singapore*, *Vol. 2* (pp. 225-232).

Díez-Palomar, J. (2017). Analyzing dialogic talk during mathematics problem solving in small groups. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), *Proceedings of the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education*, *Singapore*, *Vol. 2* (pp. 281-288).

Tran, D., & Chan, M. C. E. (2017). Examining mathematical sophistications in collaborative problem solving. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), *Proceedings of the 41st Annual Meeting of the International Group for the Psychology of Mathematics Education*, *Singapore*, *Vol. 4* (pp. 281-288). Available at https://www.researchgate.net/publication/319392086_Examining_Mathematical_Sophistications_in_Collaborative_Problem_Solving

Tuohilampi, L. (2017). Examining mathematical sophistications in collaborative problem solving. In B. Kaur, W. K. Ho, T. L. Toh & B. H. Choy (Eds.), *Singapore*, *Vol. 1* (p. 280).

Chan, M. C. E., & Clarke, D. (2017). Learning research in a laboratory classroom: Complementarity and commensurability in juxtaposing multiple interpretive accounts. In T. Dooley & G. Gueudet (Eds.), *Proceedings of the 10th Congress of European Research in Mathematics Education* (pp. 2713-2720). Dublin, Ireland. Available at https://hal.archives-ouvertes.fr/CERME10-TWG17/hal-01948865v1

Clarke, D., Díez-Palomar, J., Hannula, M., Chan, M. C. E., Mesiti, C., Novotna, J., Žlábková, I., Cao, Y., Yu, G., Hollingsworth, H., Roan, K., Jazby, D., Tuohilampi, L., & Dobie, T. (2016). Language mediating learning: The function of language in mediating and shaping the classroom experiences of students, teachers and researchers. In C. Csíkos, A. Rausch, & J. Szitányi (Eds.), *Proceedings of the 40th Annual Meeting of the International Group for the Psychology of Mathematics Education*, *Vol. 1* (pp. 349-374). Szeged, Hungary.

**Professional publication**

Clarke, D., Chan, M. C. E., & Mesiti, C. (2016). Talking in and about mathematics classrooms: Student and teacher learning. *Horizon: Thought Leadership*, *4*, 5-9. Available at https://issuu.com/bastowinstitute/docs/bast_horizon_issue4