| Ten practical tips for making fractions come alive (and make sense) in the middle years. DM Clarke, A Roche, A Mitchell Mathematics teaching in the middle school 13 (7), 372-380, 2008 | 109* | 2008 |
| Year six fraction understanding: A part of the whole story DM Clarke, A Roche, A Mitchell In J. Watson & K. Beswick (Eds.), Mathematics: Essential research, essential …, 2007 | 57 | 2007 |
| Fraction number line tasks and the additivity concept of length measurement A Mitchell, M Horne In M. Goos, R. Brown, & K. Makar (Eds.), Navigating currents (Proceedings of …, 2008 | 39 | 2008 |
| Assessing fraction understanding using task-based interviews DM Clarke, M Sukenik, A Roche, A Mitchell In J. Norotna, H. Moraova, M. Kratka, & N. Stehlikova (Eds.), Proceedings of …, 2006 | 34* | 2006 |
| One-to-one student interviews provide powerful insights and clear focus for the teaching of fractions in the middle years D Clarke, A Roche, A Mitchell In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 23 …, 2011 | 29 | 2011 |
| Gap thinking in fraction pair comparisons is not whole number thinking: Is this what early equivalence thinking sounds like A Mitchell, M Horne In L. Sparrow, B. Kissane, & C. Hurst (Eds.), Shaping the future of …, 2010 | 17 | 2010 |
| When is three quarters not three quarters? Listening for conceptual understanding in children’s explanations in a fractions interview A Mitchell, DM Clarke In I. Putt, R. Faragher, & M. McLean (Eds.), Mathematics education for the …, 2004 | 17 | 2004 |
| Tio sätt att göra bråk levande DM Clarke, A Roche, A Mitchell Nämnaren 2010 (Tema 8), 113-119, 2010 | 16 | 2010 |
| Listening to children’s explanations of fraction pair tasks: When more than an answer and an initial explanation are needed A Mitchell, M Horne In J. Clarke, B. Kissane, J. Mousley, T. Spencer, & S. Thornton (Eds …, 2011 | 15 | 2011 |
| Student one-to-one assessment interviews in mathematics: A powerful tool for teachers DM Clarke, A Mitchell, A Roche In J. Mousley, L. Bragg, & C. Campbell (Eds.), Mathematics: Celebrating …, 2005 | 15 | 2005 |
| Measuring fractions A Mitchell In P. C. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce …, 2005 | 12 | 2005 |
| There are More Than Part-Whole Strategies at Work in Understanding Non-Equal-Parts Fraction-Area-Models A Mitchell, M Horne In R. Hunter, B. Bicknell, & T. Burgess (Eds.), Crossing divides …, 2009 | 8 | 2009 |
| Measurement matters: Fraction number lines and length concepts are related A Mitchell, M Horne In J. Way & J. Bobis (Eds.), Fractions: Teaching for understanding (pp. 52 …, 2011 | 6 | 2011 |
| Interpreting Students' Explanations of Fraction Tasks, and Their Connections to Length and Area Knowledge AE Mitchell Australian Catholic University, 2011 | 6 | 2011 |
| The Four-Three-Four Model: Drawing on Partitioning, Equivalence, and Unit-Forming in a Quotient Sub-Construct Fraction Task A Mitchell In J. Dindyal, L. P. Cheng, & S. F. Ng (Eds.), Mathematics education …, 2012 | 5 | 2012 |
| Schools and Families in Partnership for Learning in Faith-Based Schools A Mitchell, JD Chapman, S McNamara, M Horne In J. D. Chapman, S. McNamara, M. J. Reiss, & Y. Waghid, International …, 2014 | 1 | 2014 |
