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Bio
Patricio Guillermo (Pat) Herbst is a professor of education and mathematics and the Editor in Chief of the Journal for Research in Mathematics Education. 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. He did undergraduate studies in mathematics in Argentina, where he also taught high school and college level mathematics. He received his MA and PhD from the University of Georgia, and has been on the U-M faculty since 1999.
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. He did undergraduate studies in mathematics in Argentina, where he also taught high school and college level mathematics. He received his MA and PhD from the University of Georgia, and has been on the U-M faculty since 1999.
Research Interests
Papers共 171 篇Author StatisticsCo-AuthorSimilar Experts
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JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATIONno. 1 (2024)
INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGYno. 3 (2024): 590-614
SCHOOL SCIENCE AND MATHEMATICS (2023)
Journal of Mathematics Teacher Educationno. 5 (2023): 1-25
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATIONno. 5 (2023): 288-294
Implementation and replication studies in mathematics educationpp.1-32, (2023)
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATIONno. 2 (2023): 90-96
International Journal of Research in Undergraduate Mathematics Educationpp.1-28, (2023)
Springer international handbooks of educationpp.1-31, (2023)
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Author Statistics
#Papers: 174
#Citation: 3317
H-Index: 29
G-Index: 48
Sociability: 5
Diversity: 0
Activity: 3
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