Patricio Herbst

Professor; Professor, Department of Mathematics, College of Literature, Science, and the Arts

Patricio  Herbst, School of Education

Patricio Guillermo (Pat) Herbst is a professor of education and mathematics, and the Chair of the Educational Studies Program since September 2015. His scholarship is concerned with the study of professional practices in contexts that are framed by social and technical demands, with the work of mathematics teachers, balancing demands from students’ needs, the discipline of  mathematics, and schooling institutions as a prime example of one of those professional practices. One of Herbst’s focal concerns has been the work teachers do in high school geometry classrooms to engage students in reasoning and proving; this work has served as the basis to develop theory, methods, and technological tools for the study of the work of teaching and the knowledge involved in teaching. These ideas have been influential to contribute to technologically-mediated, practice-based teacher education. All of those activities are carried out in the context of the GRIP, a research and development  laboratory that Herbst has maintained since 2001; the GRIP is a vibrant environment, including professional researchers, technicians, and graduate and undergraduate students. In the GRIP students can apprentice in research and develop their scholarship as they contribute to questions that pertain to the analysis of teachers’ work and teaching knowledge. Herbst teaches a course on mathematics instruction to prospective secondary teachers, courses on research on mathematics instruction and mathematical thinking and learning to doctoral students in mathematics education, and a course on the representation of professional practice for Masters’ students. Herbst serves on various editorial boards, including the Journal for Research in Mathematics Education and has served as consultant and evaluator of projects and scholars in the U.S. and abroad. He did undergraduate studies in mathematics in Argentina, received his MA and PhD from the University of Georgia, and has been on the U-M faculty since 1999.

Herbst teaches courses in the following program(s):
Mathematics Education
Teaching and Learning
Secondary Teacher Education
New Media and New Literacies
Combined Program in Education and Psychology

 

Selected Publications

Articles

Herbst, P., Boileau, N., Clark, L., Milewski, A., Chieu, V. M., Gürsel, U., & Chazan, D. (2017, October). Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education. Paper presented at PME-NA, Indianapolis, IN.
 
Herbst, P. & Ko, I. (2017, October). Measuring recognition of the professional obligations of mathematics teaching. Paper presented at PME-NA, Indianapolis, IN.
 
Milewski, A., Gürsel, U., & Herbst, P. (2017, October). Working collectively to design online teacher education curriculum: How do teacher educators manage to do it? Paper presented at PME-NA, Indianapolis, IN.
 
Shultz, M. & Herbst, P. (2017, October). Stories of agency: Do graduate students perceive themselves as part of the mathematical community? Paper presented at PME-NA, Indianapolis, IN.
 
Boileau, N., Dimmel, J., & Herbst, P. (2016, November). Teachers’ recognition of the diagrammatic register and its relationship with their mathematical knowledge for teaching. Paper presented at PME-NA, Tucson, AZ.
 
Herbst, P. and Chazan, D. (2015). "Using Multimedia Scenarios Delivered Online to Study Professional Knowledge Use in Practice." International Journal of Research andMethod in Education, 38(3), 272-287.
 
Herbst, P. and Chazan, D. (2015). "Using Multimedia Scenarios Delivered Online to Study Professional Knowledge Use in Practice." International Journal of Research andMethod in Education, 38(3), 272-287.
 
Herbst, P. and Kosko, K. (2014). "Using Representations of Practice to Elicit 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 The International Journal of Mathematics Education, 44(5), 601-612.
 
Herbst, P., Nachlieli, T., and Chazan, D. (2011). "Studying the practical rationality of mathematics teaching: What goes into 'installing' a theorem in geometry?" Cognition and Instruction, 29(2), 218-255.
 
Nachlieli, T. and Herbst, P.  with González, G. (2009). "Seeing a colleague encourage a student to make an assumption while proving: What teachers put to play in casting an episode of geometry instruction." Journal for Research in Mathematics Education, 40(4), 427-459.
 
Herbst, P. (2006). "Teaching geometry with problems: Negotiating instructional situations and mathematical tasks." Journal for Research in Mathematics Education, 37, 313-347.
 
Herbst, P. and Brach, C. (2006). "Proving and ‘doing proofs’ in high school geometry classes:  What is ‘it’ that is going on for students and how do they make sense of it?" Cognition and Instruction, 24, 73-122.
 
Herbst, P. (2003). "Using novel tasks to teach mathematics: Three tensions affecting the work of the teacher." American Educational Research Journal, 40, 197-238.
 
Herbst, P. (2002). "Engaging students in proving: A double bind on the teacher." Journal for Research in Mathematics Education, 33, 176-203.
 
Herbst, P. (2002). "Establishing a Custom of Proving In American School Geometry: Evolution of the Two-Column Proof in the Early Twentieth Century." Educational Studies in Mathematics, 49, 283-312.
 

Books and book chapters

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., & Kosko, K. (2014). "Mathematical knowledge for teaching and its specificity to high school geometry instruction." In J. Lo, K. R. Leatham, & L. R. VanZoest (Eds.), Research Trends in Mathematics Teacher Education (pp. 23-45). NewYork, NY: Springer.
 
Herbst, P., Aaron, W., and Chieu, V. M. (2013). "LessonSketch: An Environment for Teachers to Examine Mathematical Practice and Learn about its Standards." In D.Polly (Ed.), Common Core Mathematics Standards and Implementing Digital Technologies (pp. 281-294). Hershey, PA: IGI Global.
 
Herbst, P. and Balacheff, N. (2009). "Proving and Knowing in Public: What Counts as Proof in a Classroom." In M. Blanton, D. Stylianou, and E. Knuth (Eds.),Teaching and learning of proof across the grades: A K-16 perspective (pp. 40-63). NewYork: Routledge.
 
Silver, E. and Herbst, P. (2007). "The role of theory in mathematics education scholarship." In F. Lester (Ed.), Second Handbook of Research in Mathematics Teaching and Learning (pp. 39-67). New York: Information Age.
 
Herbst, P. Chen, C., Weiss, M., and González, G., with Nachlieli, T., Hamlin, M.,and Brach, C. (2009). “'Doing proofs' in geometry classrooms." In M. Blanton, D.Stylianou, and E. Knuth (Eds.), Teaching and learning of proof across the grades: A K-16 perspective (pp. 250-268). New York: Routledge.
 

Affiliations

Committees

Research Affiliations

Grants


1/1/2018 - ongoing Managing Students Contributions to Mathematical Work in Whole Class Discussions in High School: How Do Teachers Decide What to Do?
Granting Agency: James S. McDonnell Foundation

9/1/2017 - ongoing GeT Support: An Online Professional Learning Community to Support the Geometry Course for Teachers
Granting Agency: National Science Foundation

9/1/2014 - 8/31/2018 SIMTEACH: What Can Practical Knowledge Modeled in a Teaching Simulator Contribute to Support Mathematics Teaching Learning?
Granting Agency: National Science Foundation

2/9/2009 - 8/31/2018 ThEMaT II: Supports for Learning to Manage Classroom Discussions: Exploring the Role of Practical Rationality and Mathematical Knowledge for Teaching - a National Science Foundation grant
Granting Agency: National Science Foundation

8/15/2013 - 7/31/2018 Developing Rich Media-based Materials for Practice-based Teacher Education
Granting Agency: University of Maryland / National Science Foundation

6/1/2015 - 8/31/2017 Embracing Mathematics, Assessment & Technology in High Schools through LessonSketch Story Circles
Granting Agency: Macomb ISD/MDE

3/1/2015 - 6/30/2016 LessonSketch Online Modules for Implementing the Common Core Standard for Mathematical Practice
Granting Agency: East Detroit, Dearborn, Charlotte, Woodhaven and Orchard View public school districts

3/1/2015 - 8/31/2015 LessonSketch Online Modules for Implementing the Common Core Standard for Mathematical Practice in Gaylord Community Schools
Granting Agency: The Gaylord Community Schools/MDE

2/1/2004 - 1/1/2010 Thought Experiments in Mathematics Teaching (ThEMaT)
Granting Agency: National Science Foundation

2/1/2002 - 1/1/2008 CAREER: Reasoning in high school geometry classrooms: Understanding the practical logic underlying the teacher's work.
Granting Agency: National Science Foundation

2/1/2005 - 1/1/2008 Advancing Adolescent Literacy Learning in the Disciplines
Granting Agency: Carnegie Corporation


Contact

Room 4215
Mailbox 4218
734.763.3745 pgherbst@umich.edu

Curriculum Vitae