| 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 | 277 | 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 | 209 | 2006 |
| Teaching geometry with problems: Negotiating instructional situations and mathematical tasks PG Herbst Journal for Research in Mathematics Education 37 (4), 313-347, 2006 | 201 | 2006 |
| 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 | 199 | 2011 |
| Theory in mathematics education scholarship EA Silver, P Herbst Second handbook of research on mathematics teaching and learning 1, 39-67, 2007 | 199 | 2007 |
| Engaging students in proving: A double bind on the teacher PG Herbst Journal for research in mathematics education 33 (3), 176-203, 2002 | 189 | 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 | 188 | 2003 |
| On the instructional triangle and sources of justification for actions in mathematics teaching P Herbst, D Chazan ZDM 44, 601-612, 2012 | 171 | 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 | 154 | 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 | 153 | 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 | 139 | 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 | 133 | 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 | 129 | 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 | 116 | 2009 |
| 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 | 114 | 2014 |
| 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 | 113 | 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 | 101 | 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 | 99 | 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 | 93 | 2012 |
| Interactions with diagrams and the making of reasoned conjectures in geometry P Herbst ZDM 36 (5), 129-139, 2004 | 92 | 2004 |
Daniel ChazanMullan Professor, CfME@UM, Department of Teaching & Learning, Policy & Leadership, U of MarylandVerifisert e-postadresse på umd.edu
