Patricio Herbst | Academic Influence

Patricio Herbst's AcademicInfluence.com Rankings

Patricio Herbst

Mathematics

#8013

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#10882

Historical Rank

Measure Theory

#3338

World Rank

#3942

Historical Rank

mathematics Degrees

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Mathematics

Patricio Herbst's Degrees

PhD Mathematics Education University of California, Berkeley
Masters Mathematics University of California, Berkeley
Bachelors Mathematics University of California, Berkeley

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Why Is Patricio Herbst Influential?

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According to Wikipedia, Patricio Guillermo Herbst is an educator and mathematician. He is professor of education and mathematics at the University of Michigan, and editor-designate of Journal for Research in Mathematics Education, a peer-reviewed journal. He has been chair of the University of Michigan's Educational Studies Program since September 2015. Herbst received his Master of Arts and Ph.D. from the University of Georgia. He has an h-index of 29.

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Patricio Herbst's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Establishing a custom of proving in american school geometry: evolution of the two-column proof in the early twentieth century (2002) (153)
Exploring the Practical Rationality of Mathematics Teaching through Conversations about Videotaped Episodes: The Case of Engaging Students in Proving. (2003) (140)
Teaching Geometry With Problems: Negotiating Instructional Situations and Mathematical Tasks (2006) (121)
Proving and Doing Proofs in High School Geometry Classes: What Is It That Is Going On for Students? (2006) (120)
Using comics-based representations of teaching, and technology, to bring practice to teacher education courses (2011) (118)
Engaging Students in Proving: A Double Bind on the Teacher (2002) (114)
Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? (2011) (112)
Using Novel Tasks in Teaching Mathematics: Three Tensions Affecting the Work of the Teacher (2003) (100)
On the instructional triangle and sources of justification for actions in mathematics teaching (2012) (86)
Research on Practical Rationality: Studying the justification of actions in mathematics teaching (2011) (79)
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2013) (72)
Students’ Conceptions of Congruency Through the Use of Dynamic Geometry Software (2009) (70)
Pedagogies of practice and opportunities to learn about classroom mathematics discussions (2016) (69)
Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice (2012) (66)
Interactions with Diagrams and the Making of Reasoned Conjectures in Geometry (2004) (63)
What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? (2014) (60)
Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction (2014) (52)
Competing Arguments for the Geometry Course: Why Were American High School Students Supposed to Study Geometry in the Twentieth Century? (2006) (51)
Teachers’ perspectives on “authentic mathematics” and the two-column proof form (2009) (47)
When, how, and why prove theorems? A methodology for studying the perspective of geometry teachers (2008) (47)
The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning (2015) (46)
''Doing Proofs'' in geometry classrooms (2009) (46)
PRODUCING A VIABLE STORY OF GEOMETRY INSTRUCTION: WHAT KIND OF REPRESENTATION CALLS FORTH TEACHERS' PRACTICAL RATIONALITY? (2006) (46)
Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice (2011) (45)
Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos (2014) (44)
Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics Instruction (2016) (40)
Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice (2016) (31)
Seeing a Colleague Encourage a Student to Make an Assumption while Proving: What Teachers Put in Play when Casting an Episode of Instruction. (2009) (29)
Moving Toward More Authentic Proof Practices in Geometry (2012) (28)
Is the Role of Equations in the Doing of Word Problems in School Algebra Changing? Initial Indications From Teacher Study Groups (2012) (27)
On creating and using representations of mathematics teaching in research and teacher development (2011) (25)
Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable? (2014) (25)
An Oral Proof in a Geometry Class: How Linguistic Tools Can Help Map the Content of a Proof (2013) (24)
Studying professional knowledge use in practice using multimedia scenarios delivered online (2015) (24)
Teaching and learning proof across the grades (2009) (23)
A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching (2016) (22)
The Learning and Teaching of Geometry in Secondary Schools: A Modeling Perspective (2017) (21)
Proving and Knowing in Public : The Nature of Proof in a Classroom (2010) (21)
Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations (2016) (20)
A Deeper Look at How Teachers Say What They Say: A Quantitative Modality Analysis of Teacher-to-Teacher Talk. (2012) (19)
The Number-Line Metaphor in the Discourse of a Textbook Series. (1997) (17)
Instructional identities of geometry students (2012) (17)
Challenges of Particularity and Generality in Depicting and Discussing Teaching. (2011) (17)
An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice (2015) (16)
LessonSketch: An Environment for Teachers to Examine Mathematical Practice and Learn about its Standards (2013) (16)
Knowing about "egual area" while proving a claim about equal areas (2005) (15)
Proof, Proving, and Teacher-Student Interaction: Theories and Contexts (2011) (15)
HOW ARE GEOMETRIC PROOF PROBLEMS PRESENTED? CONCEPTUALIZING AND MEASURING TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER (2013) (15)
Expanding Students' Involvement in Proof Problems: Are Geometry Teachers Willing to Depart From the Norm? (2013) (15)
Depict: A Tool to Represent Classroom Scenarios (2011) (14)
Proving and Knowing in Public: What Counts as Proof in a Classroom (2009) (13)
Designing representations of trigonometry instruction to study the rationality of community college teaching (2011) (13)
INSTRUCTIONAL SITUATIONS AND STUDENTS’ OPPORTUNITIES TO REASON IN THE HIGH SCHOOL GEOMETRY CLASS (2010) (13)
Mathematics teaching has its own imperatives: mathematical practice and the work of mathematics instruction (2020) (13)
How Can Geometry Students Understand What It Means to Define in Mathematics (2005) (12)
What works as proof in the mathematics class (1998) (12)
Mathematical Knowledge for Teaching High School Geometry (2012) (12)
The role of theory building in the teaching of secondary geometry (2015) (10)
Methodologies for the study of instruction in mathematics classrooms (2009) (10)
How Preservice Teachers Respond to Representations of Practice: A Comparison of Animations and Video (2013) (10)
Designing an intelligent teaching simulator for learning to teach by practicing (2011) (10)
Evaluating Teachers' Decisions in Posing a Proof Problem (2012) (9)
THE NATURE AND ROLE OF PROOF WHEN INSTALLING THEOREMS : THE PERSPECTIVE OF GEOMETRY TEACHERS (2007) (9)
Geometry Teachers Perspectives on Convincing and Proving When Installing a Theorem in Class (2007) (9)
Secondary mathematics teachers' attitudes toward alternative communication practices when doing proofs in geometry (2017) (9)
Instructional Alternatives via a Virtual Setting: Rich Media Supports for Teacher Development (2011) (7)
FACILITATING ENCOUNTERS AMONG TEACHERS WITH REPRESENTATIONS OF TEACHING: TWO REGISTERS (2010) (7)
Promoting and Managing Students’ Discourse (2011) (7)
The expression of agency by graduate teaching assistants and professors in relation to their professional obligations (2019) (6)
What Details Do Teachers Expect From Student Proofs? A Study of Proof Checking in Geometry (2018) (6)
Teachers’ perceptions of students’ mathematical work while making conjectures: an examination of teacher discussions of an animated geometry classroom scenario (2015) (6)
Geometric Modeling of Mesospace Objects: A Task, its Didactical Variables, and the Mathematics at Stake (2018) (5)
Impact of Critical Events in an Animated Classroom Story on Teacher Learners’ Online Comments (2013) (5)
What Details Do Geometry Teachers Expect in Students' Proofs? A Method for Experimentally Testing Possible Classroom Norms. (2014) (5)
On creating and using representations of mathematics teaching in research and teacher development Introduction to this issue (2011) (5)
Explaining concepts and propositions (2011) (5)
The Role of Simulations for Supporting Professional Growth: Teachers' Engagement in Virtual Professional Experimentation. (2018) (5)
Revisiting the functions of proof in mathematics classrooms: A view from a theory of instructional exchanges (2010) (5)
Ephemeris: Between the Momentous and the Recurring (2021) (4)
Mathematics Teachers' Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions. (2014) (4)
What Story Circles Can Do for Mathematics Teaching and Teacher Education (2018) (4)
Scripting Approaches in Mathematics Education (2018) (4)
“It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making (2021) (4)
Considering the Importance of Human Infrastructure in the Apprenticing of Newcomers in Mathematics Education Research Practices (2021) (4)
Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience (2020) (4)
How Can Designed Reference Points in an Animated Classroom Story Support Teachers’ Study of Practice? (2018) (4)
Using cases as triggers for teachers’ thinking about practice: A comparison of responses to animations and videos (2012) (4)
LessonSketch: A Rich-Media Scenario-Based Learning Environment for Teacher Development (2012) (3)
Learning to Teach: Web-based Interactive Rich-Media Technologies Supporting Cognitive Flexibility in Teacher Education (2008) (3)
Representations of mathematics teaching and their use in teacher education: What do we need in a pedagogy for the 21st century? (2010) (3)
Challenges to and Opportunities for Sustaining an Equity Focus in Mathematics Education Research (2022) (3)
Dissertating Through Disruptions: COVID-19 and the Need for a Research Infrastructure (2021) (3)
Topic Study Group No. 13: Teaching and Learning of Geometry—Secondary Level (2017) (3)
Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform (2018) (3)
Designing Reference Points in Animated Classroom Stories to Support Teacher Learners' Online Discussions (2013) (3)
A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention (2020) (3)
International Perspectives on the Teaching and Learning of Geometry in Secondary Schools (2018) (3)
Will Teachers Create Opportunities for Discussion when Teaching Proof in a Geometry Classroom? (2018) (3)
DIRECTING FOCUS AND ENABLING INQUIRY WITH REPRESENTATIONS OF PRACTICE: WRITTEN CASES, STORYBOARDS, AND TEACHER EDUCATION (2017) (3)
Supporting Mathematics Teachers' Online Discussion with the Use of Animated Classroom Stories as Reference Point (2011) (3)
Examining the Work of Teaching Geometry as a Subject-Specific Phenomenon (2018) (3)
REPRESENTATIONS OF MATHEMATICS TEACHING AND THEIR USE IN TRANSFORMING TEACHER EDUCATION: THE ROLE OF APPROXIMATIONS OF PRACTICE (2012) (2)
Technological supports for practice-based teacher education (2018) (2)
Using Web 2.0 Interactive Rich-media Technologies in Mathematics Teacher Development (2009) (2)
Where's the Proof? Proof in U.S. High School Geometry Content Standards. (2011) (2)
Archival Infrastructures for Supporting Research That Treats Mathematics Education Research as a Situated Activity (2021) (2)
On Dialogue and Stories as Representations of Practice: An Introduction (2018) (2)
An Exploration of 'Studenting' in High School Geometry Classrooms (2011) (1)
Does the Medium Matter (2018) (1)
What’s Involved in the Work of Dissertation Advising? An Interview with Jeremy Kilpatrick and Some Personal Reflections (2015) (1)
Geometric Modeling Tasks and Opportunity to Learn Geometry: The Ranking Triangles Task Revisited (2019) (1)
REPRESENTATIONS OF MATHEMATICS TEACHING AND THEIR USE IN TRANSFORMING TEACHER EDUCATION: CONTRIBUTIONS TO A PEDAGOGICAL FRAMEWORK (2011) (1)
Erratum to: The role of theory building in the teaching of secondary geometry (2015) (1)
TEACHERS’ RECOGNITION OF THE DIAGRAMMATIC REGISTER AND ITS RELATIONSHIP WITH THEIR MATHEMATICAL KNOWLEDGE FOR TEACHING (2016) (1)
Assigning and Reviewing Students' Work: A Decomposition of Practice (2014) (1)
Continuing a Conversation About Equity-Focused Research in Mathematics Education (2022) (1)
Technology Tools for Mathematics Teacher Learning (2019) (1)
Investigating the Quality of Discussion Threadsin Animation-Supported Online Conversations (2014) (1)
Reimagining a Research–Teaching Nexus: Modern Infrastructure for a Future Vision (2021) (1)
Are Teachers Amenable to Increasing Students’ Scope of Work in Doing Proofs? Estimating Teachers’ Decision-Making Using a Diagnostic Classification Model (2020) (1)
When what routinely happens conflicts with what ought to be done: a scenario-based assessment of secondary mathematics teachers’ decisions (2021) (1)
MEASURING RECOGNITION OF THE PROFESSIONAL OBLIGATIONS OF MATHEMATICS TEACHING: THE PROB SURVEYS (2017) (1)
What the Current Editorial Team Values in Reviews for JRME (2022) (1)
The Practice of Reviewing and Its Proactive Role in Building the Field of Mathematics Education Research (2022) (1)
Teachers’ and Students’ Perceptions of Classroom Discussions (2012) (1)
What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice (2020) (1)
STORIES OF AGENCY: DO GRADUATE STUDENTS PERCEIVE THEMSELVES AS PART OF THE MATHEMATICAL COMMUNITY? (2017) (1)
ANALYZING THE DIAGRAMMATIC REGISTER IN GEOMETRY TEXTBOOKS: TOWARD A SEMIOTIC ARCHITECTURE (2012) (1)
How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations? (2021) (0)
Understanding instructional capacity for high school geometry as a systemic problem through stakeholder interviews (2020) (0)
Developing Practical Measures to Support the Improvement of Geometry for Teachers' Courses. (2019) (0)
Tasks that embody knowledge, tasks that probe teaching (2008) (0)
Teachers Learning to Promote Classroom Discourse, Equity, Agency, and Engagement (2020) (0)
A Conclusion and a Beginning : Doing Research on the Teaching and Learning of Secondary Geometry (2017) (0)
Geometric Figures and their Representations (2017) (0)
How Theory-Building Research on Instruction can Support Instructional Improvement: Toward a Modeling Perspective in Secondary Geometry (2016) (0)
The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning (2012) (0)
On the instructional triangle_R2 (2012) (0)
WHAT NONVERBAL INTERACTIONS WITH DIAGRAMS TEACHERS PERCEIVE AS MEANINGFUL ELEMENTS OF STUDENTS’ MATHEMATICAL WORK (2008) (0)
In Memoriam Jeremy Kilpatrick: An Editor’s Editor (2023) (0)
The Evolution of StoryCircles: An Online Professional Learning Approach to Attend to Practice in Context (2022) (0)
Teachers’ Expectation About Geometric Calculations in High School Geometry (2015) (0)
Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context (2021) (0)
The Discourse of Teaching and Learning Secondary Geometry through History (2017) (0)
The teacher’s perspective on the separation between conjecturing and proving in high school geometry classrooms (2019) (0)
An Instrumental Co-Genesis Approach to Developing an Online Practice-based Environment for Teacher Education (2015) (0)
Virtual Others: One learner’s mathematical arguments in response to an animated episode of geometry instruction (2010) (0)
Improving the Teaching and Learning of Geometry in Secondary School Classrooms (2017) (0)
Students’ Thinking and Learning in Geometry (2017) (0)
The use of animations and online communication tools to support mathematics teachers in the practice of teaching (2010) (0)
On Devolving a Voice to the Participants of the Mathematics Classroom Culture: A Methodological Critique. Commentary on This Special Issue. (1999) (0)
The teacher’s perspective on the separation between conjecturing and proving in high school geometry classrooms (2017) (0)
How Manuscripts Can Contribute to Research on Mathematics Education: Possibilities for Applied Research (2023) (0)
Pedagogies of practice and opportunities to learn about classroom mathematics discussions (2014) (0)
Will Teachers Create Opportunities for Discussion when Teaching Proof in a Geometry Classroom? (2016) (0)
Introducing inverse function to high school students: Relating convention and reasoning (2020) (0)
International Perspectives on Secondary Geometry Education: An Introduction (2018) (0)
ThEMaT’s Virtual Settings: Practicing Math Teaching with Web-based Interactive Rich-Media Technologies (2008) (0)
Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos (2013) (0)
Erratum to: The role of theory building in the teaching of secondary geometry (2015) (0)
Investigating Secondary Mathematics Teachers' Attitudes toward Alternative Communication Practices While Doing Proofs in Geometry. (2015) (0)
FRAMING, NORMATIVITY, AND SERVICEABILITY IN TEACHERS’ DECISION MAKING DURING LESSONS (2021) (0)
Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations (2015) (0)
Working Collectively to Design Online Teacher Education Curriculum: How Do Teacher Educators Manage to Do It?. (2017) (0)
Setting Norms for Mathematical Work: A Decomposition of Practice (2011) (0)
Expanding Students' Role When Doing Proofs in High School Geometry. (2018) (0)
Mathematics teaching has its own imperatives: mathematical practice and the work of mathematics instruction (2020) (0)
Conclusion: Prospects for Developments and Research in Secondary Geometry Education (2018) (0)
Mathematics in Classrooms That Contribute to Understanding. (2000) (0)
Proof transcription in high school geometry: a study of what teachers recognize as normative when students present proofs at the board (2020) (0)
The role of theory building in the teaching of secondary geometry (2015) (0)
(2014). Studying Teacher Noticing: Examining the Relationship among Pre-service Science Teachers' Ability to Attend, Analyze and Respond to Student Thinking. Teaching and Teacher Education, 45: 83-93. Studying Teacher Noticing: Examining the Relationship among Pre-service Science Teachers' Ability t (0)
Explaining procedures--A decomposition of practice (2013) (0)
Teachers’ perceptions of students’ mathematical work while making conjectures: an examination of teacher discussions of an animated geometry classroom scenario (2015) (0)
WHY SOME THEOREMS ARE NOT PROVEN IN GEOMETRY CLASS: DISPOSITIONS AND CONSTRAINTS (2008) (0)
What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? (2014) (0)
Research Commentaries: Engaging in Stewardship of Our Field (2023) (0)

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