Patricio Herbst
Cited by
Cited by
Establishing a custom of proving in American school geometry: Evolution of the two-column proof in the early twentieth century
PG Herbst
Educational Studies in Mathematics 49 (3), 283-312, 2002
Proving and doing proofs in high school geometry classes: What is it that is going on for students?
P Herbst, C Brach
Cognition and Instruction 24 (1), 73-122, 2006
Teaching geometry with problems: Negotiating instructional situations and mathematical tasks
PG Herbst
Journal for Research in Mathematics Education 37 (4), 313-347, 2006
Theory in mathematics education scholarship
EA Silver, P Herbst
Second handbook of research on mathematics teaching and learning 1, 39-67, 2007
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses
P Herbst, D Chazan, CL Chen, VM Chieu, M Weiss
ZDM 43, 91-103, 2011
Engaging students in proving: A double bind on the teacher
PG Herbst
Journal for research in mathematics education 33 (3), 176-203, 2002
Exploring the practical rationality of mathematics teaching through conversations about videotaped episodes: The case of engaging students in proving
P Herbst, D Chazan
For the learning of Mathematics 23 (1), 2-14, 2003
On the instructional triangle and sources of justification for actions in mathematics teaching
P Herbst, D Chazan
ZDM 44, 601-612, 2012
Studying the practical rationality of mathematics teaching: What goes into “installing” a theorem in geometry?
P Herbst, T Nachlieli, D Chazan
Cognition and Instruction 29 (2), 218-255, 2011
Using novel tasks in teaching mathematics: Three tensions affecting the work of the teacher
PG Herbst
American Educational Research Journal 40 (1), 197-238, 2003
Research on practical rationality: Studying the justification of actions in mathematics teaching
P Herbst, D Chazan
The Mathematics Enthusiast 8 (3), 405-462, 2011
Pedagogies of practice and opportunities to learn about classroom mathematics discussions
H Ghousseini, P Herbst
Journal of Mathematics Teacher Education 19, 79-103, 2016
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning
CL Chen, P Herbst
Educational Studies in Mathematics 83 (2), 285-307, 2013
Students’ conceptions of congruency through the use of dynamic geometry software
G González, PG Herbst
International Journal of Computers for Mathematical Learning 14, 153-182, 2009
What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?
KW Kosko, A Rougee, P Herbst
Mathematics Education Research Journal 26, 459-476, 2014
Mathematical knowledge for teaching and its specificity to high school geometry instruction
P Herbst, K Kosko
Research trends in mathematics teacher education, 23-45, 2014
Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos
P Herbst, KW Kosko
Journal of Mathematics Teacher Education 17, 515-537, 2014
Competing arguments for the geometry course: Why were American high school students supposed to study geometry in the twentieth century?
G González, PG Herbst
International Journal for the History of Mathematics Education 1 (1), 2006
Animations of classroom interaction: Expanding the boundaries of video records of practice
D Chazan, P Herbst
Teachers College Record 114 (3), 1-34, 2012
Teachers’ perspectives on “authentic mathematics” and the two-column proof form
M Weiss, P Herbst, C Chen
Educational Studies in Mathematics 70 (3), 275-293, 2009
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