Patricio G. Herbst
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Location
Room 4117
610 E. University Ave.
Ann Arbor, Michigan 48109-1259
Patricio Guillermo (Pat) Herbst is a professor of education and mathematics and the Editor in Chief of the Journal for Research in Mathematics Education. One of the foci of his scholarship is to understand the professional work of mathematics teachers and university instructors and to elicit and measure the knowledge and rationality that underpins teachers’ mathematical decisions. A second interest is research on the teaching and learning of geometry in secondary schools and college classes, with particular interest in the teaching and learning of mathematical proof. A third focus is the design-based research of a collaborative work environment in which teachers can learn from each other.
To support all of this work, Herbst has designed and produced technologies for storyboarding and media annotation (LessonDepict, Anotemos). These technologies are also available to be utilized by other researchers of professional practice to create media-based assessments as well as by instructors of professional practice to create practice-based learning materials. All of those activities are carried out in the context of the GRIP Lab, a research and development organization that Herbst has maintained since 2001 inside the Marsal School of Education. The GRIP (Grasping the Rationality of Instructional Practice) is a vibrant environment, including researchers, technicians, and graduate and undergraduate students, where students can apprentice in research and develop their scholarship through involvement in research and development work.
Herbst teaches a course on proof and teaching for future mathematics teachers, has taught courses on methods of mathematics instruction to prospective secondary teachers, courses on research on mathematics instruction and mathematical thinking and learning to doctoral students in mathematics education, and courses on the representation of professional practice for Masters’ students. He did undergraduate studies in mathematics in his native Argentina, where he also taught high school and college level mathematics and participated in teacher preparation. He received his MA and PhD from the University of Georgia, and has been on the U-M faculty since 1999.
Selected Publications
Herbst, P., Chazan, D., & Milewski, A. (2020). Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? In O. Chapman & S. Llinares (Eds.), Handbook of research in mathematics teacher education (pp. 223-251). Dordrecht, The Netherlands: Sense.
Dimmel, J. and Herbst, P. (2018). What details do teachers expect from students’ proofs? A study of routines for checking proofs in geometry. Journal for Research in Mathematics Education, 49(3), 261-291.
Herbst, P., Fujita, T., Halverscheid, S., and Weiss, M. (2017). The learning and teaching of secondary school geometry: A modeling perspective. New York: Routledge.
Herbst, P. and Chazan, D. (2017). The role of theory development in increasing the subject specificity of research on mathematics teaching. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 102-127). Reston, VA: NCTM.
Chazan, D., Herbst, P., and Clark, L. (2016). Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics. In D. Gitomer and C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 1039-1097). Washington, DC: AERA.
Herbst, P., Chazan, D., Chieu, V. M., Milewski, A., Kosko, K., and Aaron, W. (2016). Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice. In M. Niess, K. Hollebrands, & S. Driskell (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 78-106). Hershey, PA: IGI Global.
Herbst, P., Chazan, D., Kosko, K., Dimmel, J., and Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations. ZDM Mathematics Education, 48, 167-183. DOI 10.1007/s11858-015-0727-y
Herbst, P., & Kosko, K. (2014). Mathematical knowledge for teaching and its specificity to high school geometry instruction. In J. Lo, K. R. Leatham, & L. R. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education (pp. 23-45). New York, NY: Springer.
Herbst, P. and Kosko, K. (2014). Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: A comparison of responses to animations and videos. Journal of Mathematics Teacher Education, 17(6), 515-537
Herbst, P. & Chazan, D. (2012). On the instructional triangle and sources of justification for actions in mathematics teaching. ZDM Mathematics Education, 44(5), 601-612.
