Professor; Chair, Educational Studies; Professor, Department of Mathematics, College of Literature, Science, and the Arts
Patricio Guillermo (Pat) Herbst is a professor of education and mathematics and chair of the Educational Studies Program since September 2015. His scholarship is concerned with the mathematical qualities of students’ work in classrooms and the instructional practices and teacher decisions that support that work, especially in high school mathematics classrooms and with particular attention to the use of reasoning and proof to solve problems and develop new ideas (with particular attention to geometry). His scholarship has contributed to describe and understand the rationality behind the work of teaching from a perspective that pays close attention to the mathematical and institutional situatedness of instruction. Over the years, and with generous research funding from the National Science Foundation and other sources, those interests have taken him to contribute also to the design of digital media and software technologies for the study of teaching (to be found at www.lessonsketch.org) and to research and development in mathematics teacher education. All of those activities are carried out in the context of the GRIP, a research and development laboratory that Herbst has maintained through external funding since 2001. Professor Herbst teaches courses on mathematics instruction to prospective teachers; he also teaches courses on research on mathematics instruction and mathematical thinking and learning to doctoral students in mathematics education. Professor Herbst is on various editorial boards, including the Journal for Research in Mathematics Education and has served as consultant and evaluator of project and scholars in the U.S. and abroad. He received his PhD from the University of Georgia in 1998 and has been on the U-M faculty since 1999. Originally from Argentina, Herbst speaks Spanish at home. Outside of the university, he is on the board of directors of the Interfaith Hospitality Network of Washtenaw County and contributes to efforts to reduce poverty and homelessness and to increase opportunity for Latinos.
Herbst teaches courses in the following program(s):
Teaching and Learning
Secondary Teacher Education
New Media & New Literacies
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., & 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.