## Featured

Publications may be sorted by clicking the desired header. Each title links to the full publication.

Title | Author(s) | Citation | Date |
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Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience | Ko I, & Herbst P | Ko, I., & Herbst, P. (2020). Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience, Journal for Research in Mathematics Education, 51(5), 600-630. | 2020 |

Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice | Herbst P, Chazan D, Chieu V M, Milewski A, Kosko K, Aaron W, | Herbst, P., Chazan, D., Chieu, V. M., Milewski, A., Kosko, K., and Aaron, W. (2016). Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice. In M. Niess, K. Hollebrands, & S. Driskell (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 78-106). Hershey, PA: IGI Global. | 2016 |

Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics | Chazan D, Herbst P, Clark L, | Chazan, D., Herbst, P., and Clark, L. (2016). Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics. In D. Gitomer and C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 1039-1097). Washington, DC: AERA. | 2016 |

The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching | Herbst P, Chazan D, | Herbst, P. and Chazan, D. (2017). The role of theory development in increasing the subject specificity of research on mathematics teaching. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 102-127). Reston, VA: NCTM. | 2017 |

The Learning and Teaching of Secondary School Geometry: A Modeling Perspective | Herbst P, Fujita T, Halverscheid S, Weiss M, | Herbst, P., Fujita, T., Halverscheid, S., and Weiss, M. (2017). The learning and teaching of secondary school geometry: A modeling perspective. New York: Routledge. | 2017 |

Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? | Herbst P, Chazan D, Milewski A, | Herbst, P., Chazan, D., & Milewski, A. (2020). Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? In O. Chapman & S. Llinares (Eds.), Handbook of research in mathematics teacher education (pp. 223-251). Dordrecht, The Netherlands: Sense. | 2020 |

What Details Do Teachers Expect From Student Proofs? A Study of Proof Checking in Geometry | Dimmel J, Herbst P, | Dimmel, J. K., & Herbst, P. G. (2018). What Details Do Teachers Expect From Student Proofs? A Study of Proof Checking in Geometry, Journal for Research in Mathematics Education JRME, 49(3), 261-291. | 2018 |

On the instructional triangle and sources of justification for actions in mathematics teaching | Herbst P, Chazan D, | Herbst, P and Chazan, D. (2012). On the instructional triangle and sources of justification for actions in mathematics teaching. ZDM The International Journal of Mathematics Education (44th ed., pp. 601-612). | 2012 |

Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction | Herbst P, Kosko KW, | 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. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education (pp. 23-45). New York, NY: Springer. | 2014 |

Some publications in these lists have been produced with NSF grant funding from GRIP’s concluded and ongoing projects. Others are more conceptual. Project specific publications can be seen from their respective pages.

## All

Title | Author(s) | Citation | Date |
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Investigating the Potential for the Annotation of Less Desirable Lessons to Serve as Low Floor/High Ceiling Tasks For Lesson-Centered Professional Development | Brown A, Jeon S, Herbst P, Schwarts G | Brown A., Jeon S., Herbst P., and Schwarts, G. (2024). Investigating the Potential for the Annotation of Less Desirable Lessons to Serve as Low Floor/High Ceiling Tasks For Lesson-Centered Professional Development. Paper presented at the 15th International Congress on Mathematical Education (ICME), July 2024, Sydney, Australia | 2024 |

Lesson-Centered Professional Development For Supporting Collaborative Cross-National Teacher Learning: Opportunities and Challenges | Brown A, Cao Y, Chan M.C.E, Clarke D, Fletcher A, Herbst P, Huget J, Jeon S, Kumar R, Peter-Koopi A, Mesiti C, Nivera G, Wang C, Zhang S | Brown A., Cao Y., Chan M.C.E, Clarke D., Fletcher A, Herbst P., Huget J., Jeon S., Kumar R., Peter-Koopi A., Mesiti C., Nivera G., Wang C., and Zhang S. (2024). Lesson-Centered Professional Development For Supporting Collaborative Cross-National Teacher Learning: Opportunities and Challenges. Working Group presented at the 15th International Congress on Mathematical Education (ICME), July 2024, Sydney, Australia | 2024 |

Secondary Mathematics Teachers’ Justification For Sequencing Student Work | Jeon S, Brown A, Savuran R, Herbst P. | Jeon S., Brown A., Savuran R., and Herbst P. (2024). Secondary Mathematics Teachers’ Justification For Sequencing Student Work. Paper presented at the Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), November 2024, Cleveland, Ohio | 2024 |

Illustrating a method for analyzing multimodal artifacts used in transactions of practice | Schwarts, G., Herbst, P., & Brown, A. M. | Schwarts, G., Herbst, P., & Brown, A. M. (2024). Illustrating a method for analyzing multimodal artifacts used in transactions of practice. In Evans, T., Marmur, O., Hunter, J., Leach, G., & Jhagroo, J. (Eds.) Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 26 - 33). Auckland, New Zealand: PME | 2024 |

What does it Mean for Geometry Teachers to Improve a Lesson? A Multimodal Analysis | Schwarts G Herbst P, Jeon S, Brown A | Schwarts, G., Herbst P., Jeon S., and Brown A., (2023). What does it Mean for Geometry Teachers to Improve a Lesson? A Multimodal Analysis. Paper presented at the Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA), October 2023, Reno, Nevada | 2023 |

Examining an Online, International Exchange Professional Development Program for High School Teachers | Brown, A. & Herbst, P. | Brown, A. & Herbst, P. (2023). Examining an Online, International Exchange Professional Development Program for High School Teachers. Poster presented at 2023 DRK-12 PI Meeting Conference, Washington D.C. (DRK-12 PI, June 2023) | 2023 |

“It’s a different mindset here”: Facilitation challenges in a practice-based professional development | Schwarts G, Stevens I, Herbst P, Brown A | Schwarts, G., Stevens, I., Herbst, P., & Brown, A. (2022). "It's a different mindset here": Facilitation challenges in a practice-based professional development. In Lischka, A. E., Dyer, E. B., Jones, R. S., Lovett, J., Strayer, J., & Drown, S. (Eds). Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1461-1469). Middle Tennessee State University. | 2022 |

Beyond correctness: What do teachers notice about student work produced in problem-based lessons? | Schwarts G, Herbst P, Stevens I, Brown A | Schwarts, G., Herbst, P., Stevens, I., & Brown, A. (2023). Beyond correctness: What do teachers notice about student work produced in problem-based lessons? Paper presented at the 2023 meeting of the American Educational Research Association (AERA), Chicago, USA, April 2023. | 2023 |

Framing, responsiveness, serviceability, and normativity: Categories of perception teachers use to relate to students’ mathematical work in problem-based lessons | Herbst P G, Brown A M, Chazan D, Boileau N, Stevens I | Herbst, P. G., Brown, A. M., Chazan, D., Boileau, N., & Stevens, I. (in press). Framing, responsiveness, serviceability, and normativity: Categories of perception teachers use to relate to students’ mathematical work in problem-based lessons. School Science and Mathematics. | (in press) |

On designing better structures for feedback in practice-based professional development: Using “failure” to innovate | Brown A M, Herbst P | Brown, A. M., & Herbst, P. (in press) On designing better structures for feedback in practice-based professional development: Using “failure” to innovate. Journal of Mathematics Teacher Education Special Issue: What went wrong? Learning from less successful professional development for mathematics teachers. | (in press) |

Assessing the potential of innovative pedagogies of teaching: An analytic model for gauging the kinds of instructional practices made available for novice to practice through various forms of approximation | Milewski A, Erickson A, Herbst P | Brown, A. M., Herbst, P., & Hanby, K. (2022). Assessing the potential of innovative pedagogies of teaching: An analytic model for gauging the kinds of instructional practices made available for novice to practice through various forms of approximation. Mathematics Teacher Education and Development, 24(2), 57 – 85. | 2022 |

“It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making | Milewski A, Erickson A, & Herbst P | Milewski, A., Erickson, A. & Herbst, P. (2021). “It Depends …”: Using Ambiguities to Better Understand Mathematics Teachers’ Decision-making. Can. J. Sci. Math. Techn. Educ. 21, 123–144. | 2021 |

Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context | Brown A M, Stevens I, Herbst P, Huhn C | Brown A.M., Stevens I., Herbst P., Huhn C. (2021) Confronting Teachers with Contingencies to Support Their Learning About Situation-Specific Pedagogical Decisions in an Online Context. In: Hollebrands K., Anderson R., Oliver K. (eds) Online Learning in Mathematics Education. Research in Mathematics Education. Springer, Cham. | 2021 |

How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations? | Herbst P, Shultz M, Bardelli, E | Herbst, P., Shultz, M., Bardelli, E. et al. (2021). How can teaching simulations help us study at scale the tensions mathematics teachers have to manage when considering policy recommendations?. Educ Stud Math. | 2021 |

Proof exercises and how they challenge the work of students and teachers in high school geometry | Herbst P | Herbst, P. (2015). Proof exercises and how they challenge the work of students and teachers in high school geometry. In E. A. Silver & P. A. Kenney (Eds.), More lessons learned from research: Volume 1, Useful and useable research related to core mathematical practices (pp. 49-57). Reston, VA: National Council of Teachers of Mathematics | 2015 |

“Doing proofs” in geometry classrooms | Herbst P, Chen C, Weiss M, González G, Nachlieli T, Hamlin M, Brach C | 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 | 2009 |

Proving and Knowing in Public: What Counts as Proof in a Classroom | Herbst P, Balacheff N | 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). New York: Routledge | 2009 |

Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience | Ko I, & Herbst P | Ko, I., & Herbst, P. (2020). Subject Matter Knowledge of Geometry Needed in Tasks of Teaching: Relationship to Prior Geometry Teaching Experience, Journal for Research in Mathematics Education, 51(5), 600-630. | 2020 |

Theory in mathematics education scholarship | Silver E, Herbst P | Silver, E. and Herbst, P. (2007). Theory in mathematics education scholarship. In F. Lester (Ed.), Second Handbook of Research in Mathematics Teaching and Learning (pp. 39-67). Charlotte, NC: Information Age | 2007 |

Instructional alternatives via a virtual setting: Rich media supports for teacher development | Chazan D, Herbst P, Sela H | Chazan, D., Herbst, P. & Sela, H. (2011). Instructional alternatives via a virtual setting: Rich media supports for teacher development. In Zaslavsky, O. and Sullivan, P. (Eds.). Constructing knowledge for teaching secondary mathematics: Tasks to enhance prospective and practicing teacher learning (pp. 23-37). New York: Springer | 2011 |

Proof, proving, and teacher-student interaction in the mathematics classroom: Theories and diverse contexts | Jones K, Herbst P | Jones, K. and Herbst, P. (2012). Proof, proving, and teacher-student interaction in the mathematics classroom: Theories and diverse contexts. In G. Hanna and M. de Villiers (Eds.), Proof and proving in mathematics education (pp. 261-277). New York: Springer | 2012 |

Examining the work of teaching geometry as a subject specific phenomenon | Herbst P, Boileau N, Gürsel U | Herbst, P., Boileau, N., and Gürsel, U. (2018). Examining the work of teaching geometry as a subject specific phenomenon. In P. Herbst, U. Cheah, K. Jones, & P. Richard (Eds.), International Perspectives on the Teaching and Learning of Geometry in Secondary Schools (pp. 87-110). Springer | 2018 |

Geometric modeling of mesospace objects: A task, its didactical variables, and the mathematics at stake | Herbst P, Boileau N | Herbst, P. & Boileau, N. (2018). Geometric modeling of mesospace objects: A task, its didactical variables, and the mathematics at stake. In K. Mix & M. Battista (Eds.). Visualizing Mathematics: The Role of Spatial Reasoning in Mathematical Thought (p. 277- 308). Cham, Switzerland: Springer | 2018 |

Producing a Viable Story of Geometry Instruction: What Kind of Representation Calls Forth Teachers’ Practical Rationality? | Herbst P, Chazan D | Herbst, P. and Chazan, D. (2006). Producing a Viable Story of Geometry Instruction: What Kind of Representation Calls Forth Teachers’ Practical Rationality? In Alatorre, S., Cortina, J.L., Sáiz, M., and Méndez, A.(Eds) Proceedings of The 28th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol 2, 213-220). Mérida, México: Universidad Pedagógica Nacional | 2006 |

The nature and role of proof when installing theorems: The perspective of geometry teachers | Miyakawa T, Herbst P | Miyakawa, T. and Herbst, P. (2007). The nature and role of proof when installing theorems: The perspective of geometry teachers. In Proceedings of the 31th Annual Meeting of the International Group for the Psychology of Mathematics Education. Seoul, Korea | 2007 |

Students engaged in proving – participants in an inquiry process or executers of a predetermined script? | Nachlieli T, Herbst P | Nachlieli, T. and Herbst, P. (2007). Students engaged in proving - participants in an inquiry process or executers of a predetermined script? In Proceedings of the 31st Annual Meeting of the International Group for the Psychology of Mathematics Education. Seoul, Korea | 2007 |

Geometry teachers’ perspectives on convincing and proving when installing a theorem in class | Miyakawa T, Herbst P | Miyakawa, T. and Herbst, P. (2007). Geometry teachers’ perspectives on convincing and proving when installing a theorem in class. In Proceedings of the 29th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Reno, NV. | 2007 |

ThEMaT’s virtual settings: Practicing math teaching with web-based interactive rich-media technologies | Chieu V, Weiss M, Herbst P | Chieu, V.M., Weiss, M., & Herbst, P.G. (2008). ThEMaT’s virtual settings: Practicing math teaching with web-based interactive rich-media technologies. Proceedings of the 19th SITE International Conference on Information Technology and Teacher Education, Las Vegas, NV, March 3-7, pp. 4587–4592 | 2008 |

Learning to teach: Web-based interactive richmedia technologies supporting cognitive flexibility in teacher education | Chieu V, Herbst P | Chieu, V.M. & Herbst, P.G. (2008). Learning to teach: Web-based interactive richmedia technologies supporting cognitive flexibility in teacher education. Proceedings of the 19th SITE International Conference on Information Technology and Teacher Education, Las Vegas, NV, March 3-7, pp. 4579–4586 | 2008 |

The teacher and the task | Herbst P | Herbst, P. (2008). The teacher and the task. In O. Figueras, J. Cortina, S. Alatorre, T. Rojano, & A. Sepúlveda (Eds.), Proceedings of the 32th Annual Meeting of the International Group for the Psychology of Mathematics Education (Vol. 1, pp. 125-131). Morelia, Mexico: Universidad Michoacana San Nicolás de Hidalgo | 2008 |

Using Web 2.0 Interactive Richmedia Technologies in Mathematics Teacher Development | Chieu V, Weiss M, Herbst P | Chieu, V. M., Weiss, M. & Herbst, P. (2009). Using Web 2.0 Interactive Richmedia Technologies in Mathematics Teacher Development. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 3619-3624). Chesapeake, VA: AACE | 2009 |

Representations of mathematics teaching and their use in teacher education: What do we need in a pedagogy for the 21st century? | Herbst P, Bieda K, Chazan D, González G | Herbst, P., Bieda, K., Chazan, D., and González, G. (2010). Representations of mathematics teaching and their use in teacher education: What do we need in a pedagogy for the 21st century? Proceedings of the 2010 Annual PME-NA conference. Columbus, OH: Ohio State University | 2010 |

Where’s the proof? Proof in U.S. high school geometry content standards | Kosko K, Herbst P | Kosko, K.^ and Herbst, P. (2011). Where’s the proof? Proof in U.S. high school geometry content standards. Proceedings of the 2011 Annual PME-NA Conference. Reno, NV | 2011 |

The use of animations and online communication tools to support mathematics teachers in the practice of teaching | Chieu V, Herbst P, Weiss M | Chieu, V. M., Herbst, P., & Weiss, M. (2010). The use of animations and online communication tools to support mathematics teachers in the practice of teaching. In Gomez, K., Lyons, L., & Radinsky, J. (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010) - Volume 2, Short Papers, Symposia, and Selected Abstracts (pp. 290-291). International Society of the Learning Sciences: Chicago, IL | 2010 |

Representations of mathematics teaching and their use in transforming teacher education: Contributions to a pedagogical framework | Herbst P, Aaron W, Bieda K, González G, Chazan D | Herbst, P., Aaron, W., Bieda, K., González, G., and Chazan, D. (2011). Representations of mathematics teaching and their use in transforming teacher education: Contributions to a pedagogical framework. Discussion document for the working group ‘representations of mathematics teaching’. Proceedings of the 2011 Annual PME-NA Conference. Reno, NV | 2011 |

Supporting mathematics teachers’ online discussion with the use of animated classroom stories as reference point | Chieu V, Herbst P | Chieu, V.M. & Herbst, P.G. (2011). Supporting mathematics teachers’ online discussion with the use of animated classroom stories as reference point. In Proceedings of the 11th IEEE International Conference on Advanced Learning Technologies (pp. 479-481). Washington, DC: IEEE Computer Society | 2011 |

Analyzing the diagrammatic register in geometry textbooks: Toward a semiotic architecture | Dimmel J, Herbst P | Dimmel, J. & Herbst, P. (2012). Analyzing the diagrammatic register in geometry textbooks: Toward a semiotic architecture. Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI | 2012 |

Representations of mathematics teaching and their use in transforming teacher education: The role of approximations of practice | Herbst P, Aaron W, Bieda K, Moore-Russo D | Herbst, P., Aaron, W., Bieda, K., and Moore-Russo, D. (2012). Representations of mathematics teaching and their use in transforming teacher education: The role of approximations of practice. Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Kalamazoo, MI. Available on Deep Blue at The University of Michigan | 2012 |

Stories of agency: Do graduate students perceive themselves as part of the mathematical community? | Shultz M, Herbst P | Shultz, M. & Herbst, P. (2017). Stories of agency: Do graduate students perceive themselves as part of the mathematical community? In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 1250-1253). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators | 2017 |

Expanding students’ role when doing proofs in high school geometry | Herbst P, Shultz M, Ko I, Boileau N, Erickson A | Herbst, P., Shultz, M., Ko, I., Boileau, N., and Erickson, A. (2018). Expanding students’ role when doing proofs in geometry. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenvile, SC: University of South Carolina | 2018 |

The Role of emotions in simulations of practice | Milewski A, Bardelli E, Herbst P | Milewski, A., Bardelli, E., and Herbst, P. (2019). The Role of emotions in simulations of practice. Research report accepted for publication with the Proceedings of the PMENA conference. St Louis, MO | 2019 |

Interactions with diagrams and the making of reasoned conjectures in geometry | Herbst P | Herbst, P. (2004). Interactions with diagrams and the making of reasoned conjectures in geometry. ZDM Mathematics Education, 36(5), 129-139 | 2004 |

How can geometry students understand what it means to define in mathematics? | Herbst P, González G, Macke M | Herbst, P., González, G., and Macke, M. (2005). How can geometry students understand what it means to define in mathematics? The Mathematics Educator, 15(2), 17-24 | 2005 |

Knowing about “equal area” while proving a claim about equal areas | Herbst P | Herbst, P. (2005). Knowing about “equal area” while proving a claim about equal areas. Recherches en Didactique des Mathématiques, 25, 11-56 | 2005 |

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? | Herbst P, Brach C | 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 | 2006 |

Teaching geometry with problems: Negotiating instructional situations and mathematical tasks | Herbst P | Herbst, P. (2006). Teaching geometry with problems: Negotiating instructional situations and mathematical tasks. Journal for Research in Mathematics Education, 37, 313-347 | 2006 |

Teachers’ perspectives on “authentic mathematics” and the two-column proof form | Weiss M, Herbst P, Chen C | Weiss, M., Herbst, P., and Chen, C. (2009). Teachers’ perspectives on "authentic mathematics" and the two-column proof form. Educational Studies in Mathematics, 70 (3), 275-293 | 2009 |

Methodologies for the study of instruction in mathematics classrooms | Herbst P, Chazan D | Herbst, P. and Chazan, D. (2009). Methodologies for the study of instruction in mathematics classrooms. Recherches en Didactique des Mathématiques, 29(1), 11-32 | 2009 |

Students’ conceptions of congruency through the use of dynamic geometry software | González G, Herbst P | González, G. and Herbst, P. (2009). Students’ conceptions of congruency through the use of dynamic geometry software. International Journal of Computers for Mathematical Learning 14(2), 153-182 | 2009 |

Designing representations of trigonometry instruction to study the rationality of community college teaching | Mesa V, Herbst P | Mesa, V. and Herbst, P. (2011). Designing representations of trigonometry instruction to study the rationality of community college teaching. ZDM Mathematics Education. 43(1), 41–52 | 2011 |

Moving Toward More Authentic Proof Practices in Geometry | Cirillo M, Herbst P | Cirillo, M. and Herbst, P. (2012). Moving Toward More Authentic Proof Practices in Geometry. The Mathematics Educator, 21(2), 11-33. | 2012 |

Instructional identities of geometry students | Aaron W, Herbst P | Aaron, W.* and Herbst, P. (2012). Instructional identities of geometry students. Journal of Mathematical Behavior, 31, 382– 400. | 2012 |

The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning | Chen C, Herbst P | Chen, C. and Herbst, P. (2010). The interplay among gestures, discourse, and diagrams in students’ geometrical reasoning. Educational Studies in Mathematics, 83(2), 285-307. | 2010 |

An oral proof in a geometry class: How linguistic tools can help map the content of a proof | González G, Herbst P | González, G. and Herbst, P. (2013). An oral proof in a geometry class: How linguistic tools can help map the content of a proof. Cognition and Instruction, 31(3), 271-313. | 2013 |

The expression of agency by graduate teaching assistants and professors in relation to their professional obligations | Shultz M, Herbst P, Schleppegrell M | Shultz, M., Herbst, P., & Schleppegrell, M. (2019). The expression of agency by graduate teaching assistants and professors in relation to their professional obligations. Linguistics and Education, 52, 33-43. | 2019 |

Tensions in teaching mathematics to future teachers: Understanding the practice of undergraduate mathematics instructors | Milewski A, Ion M, Herbst P, Shultz M, Ko I, Bleecker H | Milewski, A., Ion, M., Herbst, P., Shultz, M., Ko, I., Bleecker, H. (2019). Tensions in teaching mathematics to future teachers: Understanding the practice of undergraduate mathematics instructors. Paper presented at the Annual Meeting of the American Educational Research Association, Division K-Teaching and Teacher Education, April 2019, Toronto, CANADA. | 2019 |

Developing practical measures to support the improvement of geometry for teachers courses | Ion M, Herbst P, Margolis C, Milewski A, Ko I | Ion, M., Herbst, P., Margolis, C., Milewski, A., and Ko, I. (2019). Developing practical measures to support the improvement of geometry for teachers courses. In Otten, S., Candela, A. G., de Araujo, Z., Haines, C., & Munter, C. (Eds.). Proceedings of the forty-first annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 352-359). St Louis, MO: University of Missouri. | 2019 |

What influences do instructors of the geometry for teachers course need to contend with? | Herbst P, Milewski A, Ion M, Bleecker H | Herbst, P., Milewski, A., Ion, M., and Bleecker, H. (2018). What influences do instructors of the geometry for teachers course need to contend with? In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenvile, SC: University of South Carolina. | 2018 |

Managing to collaborate with secondary mathematics teachers at a distance: Using storyboards as a virtual place for practice and consideration of realistic classroom contingencies | Milewski A, Herbst P, Stevens I | Milewski, A., Herbst, P., and Stevens, I. (2020). Managing to collaborate with secondary mathematics teachers at a distance: Using storyboards as a virtual place for practice and consideration of realistic classroom contingencies. In Ferdig, R.E., Baumgartner, E., Hartshorne, R., Kaplan-Rakowski, R. & Mouza, C. (Eds). (2020). Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field. Association for the Advancement of Computing in Education (AACE) | 2020 |

Using StoryCircles to inquire into the social and representational infrastructure of lesson-centered teacher collaboration | Herbst P, Milewski A | Herbst, P. and Milewski, A. (2020, February). Using StoryCircles to inquire into the social and representational infrastructure of lesson-centered teacher collaboration. In H. Borko & D. Potari (Eds.), Teachers of Mathematics Working and Learning in Collaborative Groups: Proceedings from ICMI Study 25 (pp. 629-636). Lisbon, Portugal: University of Lisbon. | 2020 |

A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention | Ko I, Herbst P, Milewski A | Ko, I., Herbst, P., Milewski, A. (2020). A heuristic approach to assess change in mathematical knowledge for teaching geometry after a practice-based professional learning intervention. Research in Mathematics Education. 1- 21. | 2020 |

Virtual Experimentation: Cartoon avatars and storyboards give teachers the chance to explore their practice | Duggan B | Duggan, B. (2019). Virtual Experimentation: Cartoon avatars and storyboards give teachers the chance to explore their practice. Michigan Education Magazine, Fall 2019, p. 24 - 25 | 2019 |

What can we learn about the differences between experts and novices from their responses to a mathematics teaching simulation? | Herbst P, Shultz M, Bardelli E, Milewski A, Boileau N | Herbst, P., Shultz, M., Bardelli, E., Milewski, A., & Boileau, N. (2019). What can we learn about the differences between experts and novices from their responses to a mathematics teaching simulation? Educational Studies in Mathematics. Springer. | 2019 |

What simulation-based mentoring may afford: Opportunities to connect theory and practice. | Herbst P, Boileau N, Shultz M, Milewski A, Chieu V M | Herbst P., Boileau N., Shultz M., Milewski A., Chieu VM. (2020) What Simulation-Based Mentoring May Afford: Opportunities to Connect Theory and Practice. In: Bradley E. (eds) Games and Simulations in Teacher Education. Advances in Game-Based Learning. Springer, Cham. | 2020 |

Data do not drive themselves | Wieman R | Wieman, R. (2018). Data do not drive themselves. Mathematics Teacher 111, no. 9 (May 2018.) | 2018 |

Learning from Mistakes: Not Just for Students. Teachers College Record | Wieman R, Hiebert J | Wieman, R. and Hiebert, J. (2018). Learning from Mistakes: Not Just for Students. Teachers College Record | 2018 |

Working collectively to design online teacher education curriculum: How do teacher educators manage to do it? | Milewski A, Gürsel U, Herbst P | Milewski, A., Gürsel, U., & Herbst, P. (2017). Working collectively to design online teacher education curriculum: How do teacher educators manage to do it? In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 112-119). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. | 2017 |

Preservice teachers’ learning paths of classroom discourse through scripting | Lim W, Roberts-Harris D, Kim H | Lim, W., Roberts-Harris, D., & Kim, H. (2018). Preservice teachers’ learning paths of classroom discourse through scripting. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 293-319). Cham, Switzerland: Springer. | 2018 |

Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items | Lee M Y, Lim W | Lee, M.Y. and Lim, W. (2020). Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items. International Electronic Journal of Mathematics education. 15(1), 5946. | 2020 |

“It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths | Kalinec‑Craig C, Bannister N, Bowen D, Jacques L, Crespo S | Kalinec-Craig, C.A., Bannister, N., Bowen, D. et al (2020). “It was smart when:” Supporting prospective teachers’ noticing of students’ mathematical strengths. Journal of Mathematics Teacher Education . | 2020 |

Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education | Herbst P, Boileau N, Clark L, Milewski A, Chieu V M, Gürsel U, Chazan D | Herbst, P., Boileau, N., Clark, L., Milewski, A., Chieu, V. M., Gürsel, U., & Chazan, D. (2017). Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education. In Galindo, E., & Newton, J., (Eds.). Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. (pp. 789-796). Indianapolis, IN: Hoosier Association of Mathematics Teacher Educators. | 2017 |

On dialogue and stories as representations of practice: Introduction to the book | Herbst P | Herbst, P. (2018). On dialogue and stories as representations of practice: Introduction to the book. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 1-19). Cham, Switzerland: Springer. | 2018 |

Generating, appraising, and revising representations of mathematics teaching with prospective teachers | Crespo S | Crespo, S. (2018). Generating, appraising, and revising representations of mathematics teaching with prospective teachers. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 249-264). Cham, Switzerland: Springer. | 2018 |

What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving | Buchbinder O, Zodik I, Ron G, Cook A | Buchbinder, O., Zodik, I., Ron, G., & Cook, A. (2017). What can you infer from this example? Applications of online, rich-media tasks for enhancing pre-service teachers’ knowledge of the roles of examples in proving. In A. Leung, & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks: Potential and pitfalls (215-235). Switzerland: Springer. | 2017 |

Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers | Buchbinder O, Cook A | Buchbinder, O., & Cook, A. (2018). Examining the mathematical knowledge for teaching of proving in scenarios written by pre-service teachers. In O. Buchbinder and S. Kuntze (Eds.), Mathematics Teachers Engaging with Representations of Practice (pp. 131-154). Springer, Cham. | 2018 |

“Who is right?” What students’ and prospective teachers’ responses to scripted dialog reveal about their conceptions of proof | Buchbinder O | Buchbinder, O. (2018). “Who is right?” What students’ and prospective teachers’ responses to scripted dialog reveal about their conceptions of proof. In R. Zazkis & P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 89- 113), New York, NY: Springer. | 2018 |

Does the medium matter? A comparison of secondary mathematics preservice teachers’ representations of practice created in text and storyboarding media | Rougée A, Herbst P | Rougée, A., & Herbst, P. (2018). Does the medium matter? A comparison of secondary mathematics preservice teachers’ representations of practice created in text and storyboarding media. In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 265-292). Cham, Switzerland: Springer. | 2018 |

LessonSketch: An environment for teachers to examine mathematical practice and learn about its standards | Herbst P, Aaron W, Chieu V M | Herbst, P., Aaron, W., & 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. | 2013 |

Solving equations: Exploring instructional exchanges as lenses to understand teaching and its resistance to reform | Buchbinder O, Chazan D I, Capozzoli M | Buchbinder, O., Chazan, D. I., & Capozzoli, M. (2019). Solving equations: Exploring instructional exchanges as lenses to understand teaching and its resistance to reform. Journal for Research in Mathematics Education, 50(1), 51-83. | 2019 |

Geometry teachers’ mathematical sensibility: The role of theory-building and problem-solving in the secondary Geometry course | Weiss M, Herbst P | Weiss, M., & Herbst, P. (2015). Geometry teachers' mathematical sensibility: The role of theory-building and problem-solving in the secondary Geometry course. Educational Studies in Mathematics. 89(2), 205-229 | 2015 |

Seeing a colleague encourage a student to make an assumption while proving: What teachers put to play in casting an episode of geometry instruction | Nachlieli T, Herbst P, González G | Nachlieli, T., & 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. | 2009 |

When, how, and why prove theorems: A methodology to study the perspective of geometry teachers | Herbst P, Miyakawa T | Herbst, P., & Miyakawa, T. (2008). When, how, and why prove theorems: A methodology to study the perspective of geometry teachers. ZDM Mathematics Education, 40(3), 469-486 | 2008 |

Las tareas matemáticas como instrumentos en la investigación de los fenómenos de gestión de la instrucción: un ejemplo en geometría [Mathematical tasks as instruments for research on the phenomena of instruction management: An example in geometry] | Herbst P | Herbst, P. (2012). Las tareas matemáticas como instrumentos en la investigación de los fenómenos de gestión de la instrucción: un ejemplo en geometría [Mathematical tasks as instruments for research on the phenomena of instruction management: An example in geometry]. Avances de Investigación en Educación Matemática, 1, 5-22. | 2012 |

What can designed reference points in an animated classroom story contribute to support teachers’ study of practice? | Chieu VM, Aaron W, Herbst P | Chieu, V.M., Aaron, W., & Herbst, P. (2018). What can designed reference points in an animated classroom story contribute to support teachers’ study of practice? In R. Zazkis and P. Herbst (Eds.), Scripting approaches in mathematics education: Mathematical dialogues in research and practice (pp. 147-162). Cham, Switzerland: Springer. | 2018 |

Challenges of particularity and generality in depicting and discussing teaching. | Chazan D, Herbst P | Chazan, D., & Herbst, P. (2011). Challenges of particularity and generality in depicting and discussing teaching. For the Learning of Mathematics, 31(1), 9-13. | 2011 |

Constructing plausible, but uncommon stories: Gaining subversive insight into the school mathematics tradition. | Chazan D, Gilead S, Cochran K | Chazan, D., Gilead, S., & Cochran, K. (2018). Constructing plausible, but uncommon stories: Gaining subversive insight into the school mathematics tradition. In R. Zazkis & P. Herbst (Eds.), Scripting approaches in mathematics education (pp. 53-72). Cham, Switzerland: Springer. | 2018 |

Teachers’ perceptions of students’ mathematical work while making conjectures: An examination of teacher discussions of an animated geometry classroom scenario. | Aaron W, Herbst P | Aaron, W., & Herbst, P. (2015). Teachers’ perceptions of students’ mathematical work while making conjectures: An examination of teacher discussions of an animated geometry classroom scenario. International Journal of STEM Education, 2(10), 1-13. | 2015 |

The teacher’s perspective on the separation between conjecturing and proving in high school geometry classrooms | Aaron W, Herbst P | Aaron, W., & Herbst, P. (2019). The teacher’s perspective on the separation between conjecturing and proving in high school geometry classrooms. Journal of Mathematics Teacher Education, 22(3), 231-256. | 2019 |

Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice | Herbst P, Chazan D, Chieu V M, Milewski A, Kosko K, Aaron W, | Herbst, P., Chazan, D., Chieu, V. M., Milewski, A., Kosko, K., and Aaron, W. (2016). Technology-Mediated Mathematics Teacher Development: Research on Digital Pedagogies of Practice. In M. Niess, K. Hollebrands, & S. Driskell (Eds.), Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age (pp. 78-106). Hershey, PA: IGI Global. | 2016 |

Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics | Chazan D, Herbst P, Clark L, | Chazan, D., Herbst, P., and Clark, L. (2016). Research on the Teaching of Mathematics: A Call to Theorize the Role of Society and Schooling in Mathematics. In D. Gitomer and C. Bell (Eds.), Handbook of research on teaching (5th ed., pp. 1039-1097). Washington, DC: AERA. | 2016 |

The Role of Theory Development in Increasing the Subject Specificity of Research on Mathematics Teaching | Herbst P, Chazan D, | Herbst, P. and Chazan, D. (2017). The role of theory development in increasing the subject specificity of research on mathematics teaching. In J. Cai (Ed.), Compendium for Research in Mathematics Education (pp. 102-127). Reston, VA: NCTM. | 2017 |

The Learning and Teaching of Secondary School Geometry: A Modeling Perspective | Herbst P, Fujita T, Halverscheid S, Weiss M, | Herbst, P., Fujita, T., Halverscheid, S., and Weiss, M. (2017). The learning and teaching of secondary school geometry: A modeling perspective. New York: Routledge. | 2017 |

Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? | Herbst P, Chazan D, Milewski A, | Herbst, P., Chazan, D., & Milewski, A. (2020). Technology tools for mathematics teacher learning: How might they support the development of capacity for specific teaching assignments? In O. Chapman & S. Llinares (Eds.), Handbook of research in mathematics teacher education (pp. 223-251). Dordrecht, The Netherlands: Sense. | 2020 |

Mathematical Reasoning and Proving for Prospective Secondary Teachers | Buchbinder O, McCrone S, | Buchbinder, O. & McCrone, S. (2018). Mathematical Reasoning and Proving for Prospective Secondary Teachers, Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education, (pp. 115). | 2018 |

Learning to Notice and Name Students’ Mathematical Strengths: A Digital Experience | Bannister N, Kalinec-Craig C, Bowen D, Crespo S, | Bannister, N., Kalinec-Craig, C., Bowen, D., & Crespo, S. (2018). Learning to notice and name students? mathematical strengths: A digital experience, Journal for Technology and Teacher Education, (26 pp. 13.) | 2018 |

On-Ramps to Professional Practice: Selecting and Implementing Digital Technologies for Virtual Field Experiences | Sweeney J, Milewski A, Amidon J, | Sweeney, J., Milewski, A., & Amidon, J. (2018). On-ramps to professional practice: Selecting and implementing digital technologies for virtual field experiences, Contemporary Issues in Technology and Teacher Education, (18). | 2018 |

Patterns Linking Interpreting and Deciding How to Respond during the Launch of a Lesson: Noticing from an Integrated Perspective | Wieman R, Webel C, | Wieman, R. and Webel, C. (2019). Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective. Mathematics Teacher Education and Development, 20. | 2019 |

The role of simulations for supporting professional growth: Teachers’ engagement in virtual professional experimentation | Milewski A, Herbst P, Bardelli E, Hetrick C, | Milewski, A., Herbst, P., Bardelli, E., and Hetrick, C. (2018). The role of simulations for supporting professional growth: Teachers? engagement in virtual professional experimentation, Journal of Technology and Teacher Education, (26 pp. 103). | 2018 |

Using Simulated Teaching Experiences to Perturb Preservice Teachers’ Mathematics Questioning Practices | Webel C, Conner K, | Webel, C., & Conner, K. (2017). Using simulated teaching experiences to perturb preservice teachers? mathematics questioning practices, Mathematics Teacher Educator, (6, pp. 9). | 2017 |

How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers | Lee J, Kim J, Kim S, Lim W, | Lee, J., Kim, J-H., Kim, S-M., & Lim, W. (2018). How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers, Teaching and Teacher Education, (69 pp. 275). | 2018 |

Meet Me in Azul’s Room: Designing a Virtual Field Placement for Learning to Teach Mathematics | Amidon J, Chazan D, Grosser-Clarkson D, Fleming E, | Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Meet me in Azul?s room: Designing a virtual field placement for learning to teach mathematics, Mathematics Teacher Educator, (6, pp. 52). | 2017 |

Preservice Teachers’ Questioning: Comparing Platforms for Practice-Based Teacher Education | Weston T, Kosko K, Amador J, Estapa A, | Weston, T., Kosko, K., Amador, J. & Estapa, A. (2018). Preservice Teachers? Questioning: Comparing Platforms for Practice-Based Teacher Education, Journal of Technology and Teacher Education, (26, pp. 149). | 2018 |

Using Technology in Representing Practice to Support Preservice Teachers’ Quality Questioning: The Roles of Noticing in Improving Practice | Walkoe J, Levin DM, | Walkoe, J. & Levin, D.M. (2018). Using Technology in Representing Practice to Support Preservice Teachers? Quality Questioning: The Roles of Noticing in Improving Practice, Journal of Technology and Teacher Education, (26, pp. 127). | 2018 |

Technological supports for practice-based teacher education | Chazan D, Herbst P, Fleming E, Grosser-Clarkson D, | Chazan, D., Herbst, P., Fleming, E. & Grosser-Clarkson, D. (2018). Technological supports for practice-based teacher education, Journal of Technology and Teacher Education, (26, pp. 5). | 2018 |

Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience | Buchbinder O | Buchbinder, O. (2018). Supporting prospective secondary mathematics teachers in creating instructional explanations through video based experience, Journal of Technology and Teacher Education, (26, pp. 33). | 2018 |

A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching | Chieu VM, Herbst P, | Chieu, V. M., & Herbst, P. (2016). A study of the quality of interaction among participants in online animation-based conversations about mathematics teaching., Teaching and Teacher Education, (57, pp. 139-149). | 2016 |

A Cross-National Study on Pre-service Teachers’ Conceptions of Equitable Mathematics Teaching | Lee J, Kim J, Lim W, Kim S | Lee, J., Kim, J., Lim, W., & Kim, S. (2016). A cross-national study on pre-service teachers? conceptions of equitable mathematics teaching., Education of Primary School Mathematics,, (19, pp. 349-360). | 2016 |

Celebrating Diversity by Sharing Multiple Solution Methods | Lim W, Kim H, Stallings L, Son J, | Lim, W., Kim, H., Stallings, L., & Son, J. (2015). Celebrating diversity by sharing multiple solution methods, The Mathematics Teacher, (109, pp. 209). | 2015 |

Pedagogies of practice and opportunities to learn about classroom mathematics discussions | Ghousseini H, Herbst P, | Ghousseini, H., & Herbst, P. (2016). Pedagogies of practice and opportunities to learn about classroom mathematics discussions., Journal of Mathematics Teacher Education, (19, pp. 79). | 2016 |

What Details Do Geometry Teachers Expect in Students’ Proofs? A Method for Experimentally Testing Possible Classroom Norms | Dimmel J, Herbst P, | Dimmel, J and Herbst, P. (2014). What details do geometry teachers expect in students? proofs? A method for experimentally testing possible classroom norms, Proceedings of the 2014 Annual Meeting of the International Group for the Psychology of Mathematics Education, (2, pp. 393). | 2014 |

What Details Do Teachers Expect From Student Proofs? A Study of Proof Checking in Geometry | Dimmel J, Herbst P, | Dimmel, J. K., & Herbst, P. G. (2018). What Details Do Teachers Expect From Student Proofs? A Study of Proof Checking in Geometry, Journal for Research in Mathematics Education JRME, 49(3), 261-291. | 2018 |

Secondary mathematics teachers’ attitudes toward alternative communication practices when doing proofs in geometry | Dimmel J, Herbst P, | Dimmel, J and Herbst, P. (2017). Secondary mathematics teachers? expectations of student communication practices when doing proofs in geometry., Teaching and Teacher Education, (69, pp. 151). | 2017 |

Mathematics Teachers’ Recognition of an Obligation to the Discipline and Its Role in the Justification of Instructional Actions | Herbst P, Dimmel J, Ericson A, Ko I, Kosko K, | Herbst, P., Dimmel, J., Erickson, A., Ko, I., & Kosko, K. (2014). Mathematics teachers? recognition of an obligation to the discipline and its role in the justification of instructional actions, Proceedings of the 2014 annual meeting of the International Group for the Psychology of Mathematics Education, (3, pp. 273). | 2014 |

Mathematical Knowledge for Teaching High School Geometry | Herbst P, Kosko KW, | Herbst, P. and Kosko, K. (2012). Mathematical Knowledge for Teaching High School Geometry, Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 438). | 2012 |

Measuring Recognition of the Professional Obligations of Mathematics Teaching: The Prob Surveys | Herbst P, Ko I, | Herbst, P. and Ko, I. (2017). "Measuring recognition of the professional obligations of mathematics teaching, Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education., (pp. 1242). | 2017 |

Teoría y métodos para la investigación de la racionalidad de la práctica en la enseñanza de las matemáticas | Herbst P, | herbst, P. (2018). Teoría y métodos para la investigación de la racionalidad de la práctica en la enseñanza de las matemáticas (Theory and methods for research on the practical rationality of mathematics teaching), Educación Matemática (Mexico), (30, pp. 11). | 2018 |

Teachers’ Recognition of the Diagrammatic Register and its Relationship with their Mathematical Knowledge for Teaching | Boileau N, Dimmel J, Herbst P, | Boileau, N., Dimmel, J.K., & Herbst, P. G. (2016). Teachers? recognition of the diagrammatic register and its relationship with their mathematical knowledge for teaching., Proceedings of the Thirty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 266). | 2016 |

Teachers’ Expectation about Geometric Calculations in High School Geometry | Boileau N, Herbst P, | Boileau, N., & Herbst, P. G. (2015). Teachers' expectations about geometric calculations in high school geometry, Proceedings of the Thirty-Seventh Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 269). | 2015 |

An Instrumental Co-Genesis Approach to Developing an Online Practice-based Environment for Teacher | Chieu VM, Boileau N, Herbst P, | Chieu, V. M., Boileau, N., & Herbst, P. (2015). An Instrumental Co-Genesis Approach to Developing an Online Practice-based Environment for Teacher Education., Society for Information Technology & Teacher Education International Conference, (1, pp. 2763). | 2015 |

Evaluating Teachers’ Decisions in Posing a Proof Problem | Kosko K, Herbst P, | Kosko, K. and Herbst, P. (2012). Evaluating Teachers? Decisions in Posing a Proof Problem, Proceedings of the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education., (pp. 813). | 2012 |

How Are Geometric Proof Problems Presented? Conceptualizing and Measuring Teachers’ Recognition of the Diagrammatic Register | Herbst P, Kosko K, Dimmel J, | Herbst, P., Kosko, K., and Dimmel, J. (2013). How are geometric proof problems presented? Conceptualizing and measuring teachers? recognition of the diagrammatic register., Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 179). | 2013 |

Insights into the School Mathematics Tradition from Solving Linear Equations | Buchbinder O, Chazan D, Fleming E, | Buchbinder, O., Chazan, D., and Fleming, E. (2015). Insights into the school mathematics tradition from solving linear equations, For the Learning of Mathematics, (35, pp. 2). | 2015 |

When mathematics teachers consider acting on behalf of the discipline, what assumptions do they make? | Milewski A, Erickson A, Herbst P, Dimmel J, | Milewski, A., Erickson, A., Herbst, P., & Dimmel, J. (2015). When mathematics teachers consider acting on behalf of the discipline, what assumptions do they make?, Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 1130). | 2015 |

Using representations of practice to elicit mathematics teachers’ tacit knowledge of practice: a comparison of responses to animations and videos | Herbst P, Kosko KW, | Herbst, P. and Kosko, K. (2014). Using representations of practice to elicit mathematics teachers? tacit knowledge of practice: a comparison of responses to animations and videos, Journal of Mathematics Teacher Education, (17, pp. 515). | 2014 |

Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations | Herbst P, Chazan D, Kosko K, Dimmel J, Erickson A, | Herbst, P, Chazan, D., Kosko, K., Dimmel, J., and Erickson, A. (2016). Using multimedia questionnaires to study influences on the decisions mathematics teachers make in instructional situations., ZDM-The International Journal of Mathematics Education, (48, pp. 167). | 2016 |

Will Teachers Create Opportunities for Discussion when Teaching Proof in a Geometry Classroom? | Erickson A, Herbst P, | Erickson, A. and Herbst, P. (2018). Will teachers create opportunities for discussion when teaching proof in a geometry classroom?, International Journal of Mathematics and Science Education, (16, pp. 167). | 2018 |

Investigating Secondary Mathematics Teachers’ Attitudes toward Alternative Communication Practices While Doing Proofs in Geometry | Dimmel J, Herbst P, | Dimmel, J. and Herbst, P. (2015). Investigating secondary mathematics teachers? attitudes toward alternative communication practices while doing proofs in geometry, Proceedings of the 37th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 277). | 2015 |

Designing Reference Points in Animated Classroom Stories to Support Teacher Learners’ Online Discussions | Chieu VM, Herbst P, | Chieu, V. and Herbst, P. (2013). Designing reference points in animated classroom stories to support teacher learners? online discussions., 10th International conference on Computer Supported Collaborative Learning, (1, pp. 89). | 2013 |

LessonSketch: A Rich-Media Scenario-Based Learning Environment for Teacher Development | Chieu VM, Herbst P, | Chieu, V. and Herbst, P. (2012). LessonSketch: A Rich-Media Scenario based learning environment for teacher development, Proceedings of Society for Information Technology & Teacher Education International Conference, (pp. 968). | 2012 |

Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable? | Herbst P, Chieu VM, Rougee A, | Herbst, P., Chieu, V.M., and Rougee, A. (2014). Approximating the Practice of Mathematics Teaching: What Learning Can Web-based, Multimedia Storyboarding Software Enable?, Contemporary Issues in Technology and Teacher Education, CITE journal, (14) | 2014 |

Using multimedia scenarios delivered online to study professional knowledge use in practice | Herbst P, Chazan D, | Herbst, P. and Chazan, D. (2015). Using Multimedia Scenarios Delivered Online to Study Professional Knowledge Use in Practice., International Journal of Research and Method in Education, (38). | 2015 |

An Analysis of Evaluative Comments in Teachers’ Online Discussions of Representations of Practice | Chieu VM, Kosko K, Herbst P, | Chieu, V. M., Kosko, K., and Herbst P. (2015). An analysis of evaluative comments in teachers? online discussions of representations of practice., Journal of Teacher Education, (66). | 2015 |

“You Are Learning Well My Dear”: Shifts in Novice Teachers’ Talk About Teaching During Their Internship | Bieda K, Sela H, Chazan D, | Bieda, K., Sela, H., and Chazan, D. (2015). "You are learning well my dear": How student teaching influences intern teachers talk' about teaching during their internship. Journal of Teacher Education, (66). | 2015 |

What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom? | Kosko K, Rougee A, Herbst P, | Kosko, K., Rougee, A., and Herbst, P. (2014). What actions do teachers envision when asked to facilitate mathematical argumentation in the classroom?, Mathematics Education Research Journal, (26, pp. 459). | 2014 |

Research on Practical Rationality: Studying the justification of actions in mathematics teaching | Herbst P, Chazan D, | Herbst, P., and Chazan, D. (2011). Research on Practical Rationality: Studying the Justification of Actions in Mathematics Teaching., The Mathematics Enthusiast, (8, pp. 405). | 2011 |

On the instructional triangle and sources of justification for actions in mathematics teaching | Herbst P, Chazan D, | Herbst, P and Chazan, D. (2012). On the instructional triangle and sources of justification for actions in mathematics teaching. ZDM The International Journal of Mathematics Education (44th ed., pp. 601-612). | 2012 |

On creating and using representations of mathematics teaching in research and teacher development | Herbst P, Chazan D, | Herbst, P., and Chazan, D. (2011). On creating and using representations of mathematics teaching in research and teacher development: Introduction to this issue., ZDM Mathematics Education, (43, pp. 1). | 2011 |

A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk | Kosko K, Herbst P, | Kosko, K. and Herbst, P. (2011). A deeper look at how teachers say what they say: A quantitative modality analysis of teacher-to-teacher talk., Teaching and Teacher Education, (28, pp. 589). | 2011 |

Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice | Chazan D, Herbst P | Chazan D. and Herbst, P. (2012). Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice., Teachers' College Record, 114(3) | 2012 |

Using comics-based representations of teaching, and technology, to bring practice to teacher education courses | Herbst P, Chazan D, Chen C, Chieu VM, Weiss M | Herbst, P., Chazan, D., Chen, C., Chieu, V., and Weiss, M. (2011). Using comics-based representations of teaching, and technology, to bring practice to university 'methods' courses., ZDM-The international journal of mathematics education. | 2011 |

Designing an intelligent teaching simulator for learning to teach by practicing | Chieu V M, Herbst P | Chieu, V.M. and Herbst, P. (2011). Designing an Intelligent Teaching Simulator for Learning by Practicing in the Practice of Mathematics Teaching., ZDM-The international journal of mathematics education. | 2011 |

Is the Role of Equations in the Doing of Word Problems in School Algebra Changing? Initial Indications From Teacher Study Groups | Chazan D, Sela H, Herbst P, | Chazan, D. Sela, H., and Herbst, P. (2012). Is the role of equations in the doing of word problems in school algebra changing? Initial indications from teacher study groups., Cognition and Instruction, (30(1), pp. 1-38). | 2012 |

Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice | Chieu VM, Herbst P, Weiss M, | Chieu, V., Herbst, P., and Weiss, M. (2011). Effect of an Animated Classroom Story Embedded in Online Discussion on Helping Mathematics Teachers Learn to Notice., Journal of the Learning Sciences, 20(4), (pp. 589). | 2011 |

Opening the closed text: the poetics of representations of teaching | Weiss M, | Weiss, M. (2011). Opening the closed text: The poetics of representations of teaching, ZDM-The international journal of mathematics education. | 2011 |

Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry? | Herbst P, Nachlieli T, Chazan D, | Patricio Herbst, Talli Nachlieli, and Daniel Chazan. (2011). Studying the Practical Rationality of Mathematics Teaching: What Goes Into “Installing” a Theorem in Geometry?, Cognition and Instruction, 29(2), (pp. 1). | 2011 |

Exploring the Practical Rationality of Mathematics Teaching through Conversations about Videotaped Episodes: The Case of Engaging Students in Proving | Herbst P, Chazan D, | Patricio Herbst and Daniel Chazan. (2003). Exploring the Practical Rationality of Mathematics Teaching through Conversations about Videotaped Episodes: The Case of Engaging Students in Proving, For the Learning of Mathematics, (23, pp. 2). | 2003 |

The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning | Dimmel J, Herbst P, | Justin K. Dimmel, & Patricio G. Herbst. (2015). The Semiotic Structure of Geometry Diagrams: How Textbook Diagrams Convey Meaning. Journal for Research in Mathematics Education, 46(2), 147–195. | 2015 |

Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform | Chazan D, Herbst P, Grosser-Clarkson D, Fleming E, Walkoe J, Alibegovic E, | Chazan D., Herbst P., Grosser-Clarkson D., Fleming E., Walkoe J., Alibegović E. (2018) Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform. In: Silverman J., Hoyos V. (eds) Distance Learning, E-Learning and Blended Learning in Mathematics Education. ICME-13 Monographs. Springer, Cham | 2018 |

Mathematical Knowledge for Teaching and its Specificity to High School Geometry Instruction | Herbst P, Kosko KW, | 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. Van Zoest (Eds.), Research Trends in Mathematics Teacher Education (pp. 23-45). New York, NY: Springer. | 2014 |

Can a Teaching Simulation Predict Novice and Expert Teachers’ Decision-Making? | Chieu V, Boileau N, Huisinga M, Milewski A, Herbst P | Chieu, V. M., Boileau, N., Huisinga, M., Milewski, A., and Herbst, P. (2017). Can a Teaching Simulation Predict Novice and Expert Teachers' Decision Making? Paper presented at the Annual Meeting of AERA, San Antonio, TX | 2017 |

What StoryCircles Can Do for Mathematics Teaching and Teacher Education | Herbst P, Milewski A, | Herbst P., Milewski A. (2018) What StoryCircles Can Do for Mathematics Teaching and Teacher Education. In: Zazkis R., Herbst P. (eds) Scripting Approaches in Mathematics Education. Advances in Mathematics Education. Springer, Cham | 2018 |

Studying Decision Making in Instructional Situations: The Affordances of Multimedia Questionnaires | Herbst P, Chazan D, Kosko K, Dimmel J, Erickson A, | Herbst, P., Chazan, D., Kosko, K., Dimmel, J, and Erickson, A. (2015). Studying Decision Making in Instructional Situations: The Affordances of Multimedia Questionnaires, ZDM-The International Journal of Mathematics Education, | 2015 |