Patricio G. Herbst
Connect
Location
Room 4117
610 E. University Ave.
Ann Arbor, Michigan 48109-1259
Patricio Guillermo (Pat) Herbst is a professor of education and mathematics. His scholarship is focused on understanding the professional work of mathematics teachers and university instructors, with particular interest in teacher knowledge, thinking, and decision-making and on the design of online learning environments for mathematics teachers. He also does 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. As a byproduct of his research activities, Herbst designs and maintains technologies for learning from video (Anotemos) and storyboarding (LessonDepict).
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.
