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Amanda Brown

Associate Research Scientist, Marsal Family School of Education


(734) 615-1270


Room 2405
610 E. University Ave.
Ann Arbor, Michigan 48109-1259

Amanda Brown is an associate research scientist focused on mathematics education and co-director of the GRIP Lab. Her scholarship focuses on developing innovative forms of professional development that can help secondary mathematics teachers see and intervene on their own instructional practices, with particular focus on supporting teachers in reconsidering their practices of responding to students’ mathematical contributions. In her scholarship, Brown seeks to expand the knowledge-base for teaching by eliciting, examining, and codifying teachers’ practical wisdom. In her time at the University of Michigan, Dr. Brown co-developed a new form of professional development called StoryCircles that leverages the storyboard medium to engage teachers in collective professional experimentation by scripting, visualizing, and discussing various ways a lesson could unfold.

Brown’s work builds from the following five guiding assumptions: (1) Much of the knowledge base for teaching has yet to be uncovered; (2) The knowledge base for teaching is necessarily not fixed, final, or universal; (3) An important challenge for educational researchers is to develop methods for expanding and refining the knowledge base for teaching to take better account of teachers’ practical wisdom; (4) Teachers can benefit from opportunities to interact with and learn from one another in the context of teacher-centered, practice-based professional development; and (5) Such interactions provide important opportunities for researchers to study and document teachers’ practical wisdom. Brown serves as a co-director of the GRIP lab--a community of professional researchers, technicians, graduate students, and undergraduate students. At the GRIP lab, students have opportunities to apprentice into research practice by working across a variety of research projects focused on the study of the professional practices of secondary and undergraduate instructors of mathematics. Brown is PI on the NSF-DRK-12 project entitled Examining an On-line, International Exchange Professional Development Program for High School Teachers. 

Selected Publications

Brown A.M., Stevens I., Herbst P., Huhn C. (2021). In: Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham.

Milewski, A., Erickson, A., & Herbst, P. (2021). Canadian Journal of Science, Mathematics and Technology Education 21(1), 123-144.

Milewski, A.M., Herbst, P.G., & Stevens, I. (2020). In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds.) Teaching, technology, and teacher education during the COVID-19 pandemic: Stories from the field (pp. 623 - 630). Association for the Advancement of Computing in Education (AACE).

Milewski, A.M., Frohardt, D. (2020). Mathematics Teacher: Learning and Teaching Pre-K–12, 113(5). 397-403.

"Technology tools in mathematics teacher learning: How might technological advances transform the practice of mathematics teacher education?"

Herbst, P., Chazan, D., & Milewski, A. (2019). In O. Chapman, S. Llinares, & et al. (Eds), International Handbook of Mathematics Teacher Education.

"Scale, Perspective, and Natural Mathematical Questions: Rethinking representations of the world in real-life problems"

Dimmel, J.K., & Milewski, A.M. (2019). Accepted for publication in For the Learning of Mathematics, November 2019.

"The role of virtual spaces for professional growth: Teachers’ engagement in virtual professional experimentation."

Milewski, A., Herbst, P., Bardelli, E., Hetrick, C. (2018). Journal of Technology and Teacher Education. 26(1), 103-126

"What StoryCircles can do for mathematics teaching and teacher education?"

Herbst, P. & Milewski, A. (2018). In R. Zazkis & P. Herbst (Eds) Mathematical Dialogue: Scripting approaches in mathematics education research and practice. Springer Publications.

"Working collectively to design online teacher education curriculum: How do teacher educators manage to do it?"

Milewski, A., Gürsel, U., Herbst, P. (2017). Proceedings of the Annual Meeting of the PME-NA, October 2017. Indianapolis, Indiana.

"Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education."

Herbst, P., Boileau, N., Clark, L., Milewski, A., Chieu, V., Gürsel, U., Chazan, D. (2017). Proceedings of the Annual Meeting of the PME-NA, October 2017. Indianapolis, Indiana.

"(Toward) Developing a common language for describing instructional practices of responding: A teacher-generated framework."

Milewski, A., Strickland, S. (2016). Mathematics Teacher Educator.

"Technology mediated mathematics teacher development: Research on digital pedagogies of practice."

Herbst, P., Chazan, D., Chieu, V., Milewski, A., Kosko, K., Aaron, W. (2016). In M. Niess, S. Driskell, & K. Hollebrands (Eds) Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age. IGI Global.

"When mathematics teachers consider acting on behalf of the discipline, what assumption do they make?"

Milewski, A., Erickson, A., Herbst, P., Dimmel, J. (2015). Proceedings of the 2015 Annual Meeting of the PME-NA, October 2015. East Lansing, Michigan: Michigan State University.

"Exploring teachers’ practices of responding.”

PhD dissertation. Milewski, A. (2012). Michigan State University.

"Explorations with Sketchpad in Topogeometry”

Hawkins, A. and Sinclair, N. (2008). International Journal of Computers of Mathematical Learning 13 (1), 71 - 82.

"What is mathematical literacy? Exploring the relationship between literacy and content learning in middle and high school mathematics."

Star, J., Strickland, S., & Hawkins, A.M. (2008) In Conley, Meeting the Challenges of Adolescent Literacy: Research We Have, Research We Need. New York: Guilford Publications.


Project Loci focuses on enabling students to gain facility with natural inquiry and real-world problem solving in order to understand how such experiences shape students’ dispositions toward mathematics, perceptions of mathematics instruction, and mathematical practices of sense-making.
GRIP is a research group founded in 2001 by Pat Herbst, and initially dedicated to the study of geometry, reasoning, and instructional practices. The GRIP lab has been the training grounds for several doctoral students and postdoctoral fellows in mathematics education.