Beth A. Herbel-Eisenmann, Ph.D.

2000 Michigan State University, East Lansing, MI 
Education, Mathematics
"Beth Herbel-Eisenmann"


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Cheryl Rosaen grad student 2000 Michigan State
 (How discourse structures norms: A tale of two middle school mathematics classrooms.)
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Herbel-Eisenmann B, Sinclair N, Chval KB, et al. (2016) Positioning mathematics education researchers to influence storylines Journal For Research in Mathematics Education. 47: 102-117
Cavanna JM, Herbel-Eisenmann B, Seah WT. (2015) Investigating teachers’ appraisal of unexpected moments and underlying values: an exploratory case in the context of changing mathematics classroom discourse Research in Mathematics Education. 17: 163-182
Herbel-Eisenmann B, Johnson KR, Otten S, et al. (2015) Mapping talk about the mathematics register in a secondary mathematics teacher study group Journal of Mathematical Behavior. 40: 29-42
Herbel-Eisenmann BA, Wagner D, Johnson KR, et al. (2015) Positioning in mathematics education: revelations on an imported theory Educational Studies in Mathematics. 89: 185-204
Stephan ML, Fish MC, Chval KB, et al. (2015) Grand challenges and opportunities in mathematics education research Journal For Research in Mathematics Education. 46: 134-146
Wagner D, Herbel-Eisenmann B. (2014) Identifying authority structures in mathematics classroom discourse: a case of a teacher’s early experience in a new context Zdm - International Journal On Mathematics Education. 46: 871-882
Wagner D, Herbel-Eisenmann B. (2014) Mathematics teachers' representations of authority Journal of Mathematics Teacher Education. 17: 201-225
Thanheiser E, Ellis A, Herbel-Eisenmann B. (2012) From dissertation to publication in JRME Journal For Research in Mathematics Education. 43: 144-158
Jansen A, Herbel-Eisenmann B, Smith JP. (2012) Detecting Students' Experiences of Discontinuities Between Middle School and High School Mathematics Programs: Learning During Boundary Crossing Mathematical Thinking and Learning. 14: 285-309
Herbel-Eisenmann BA, Otten S. (2011) Mapping mathematics in classroom discourse Journal For Research in Mathematics Education. 42: 451-485
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