Dr. Herbel-Eisenmann draws on ideas from sociolinguistics and discourse literatures to research written curriculum and classroom discourse practices as well as the professional development of secondary mathematics teachers. She is especially interested in issues of equity that concern authority, positioning, and voice in mathematics classrooms and professional development. Over the past decade, she has had three long-term collaborations with secondary mathematics teachers who used action research to study and change their classroom discourse toward goals of better supporting students’ learning while taking account students’ positioning and identity development.
Areas of Expertise (2)
Michigan State University: Ph.D., Curriculum, Policy and Teacher Education
Northern Arizona University: M.Math., Mathematics
Mayville State University: B.Math., Mathematics Education
Letters: Responses to John Engler's interview with The State News
The State News online
I am an alumni and Professor at Michigan State University. I support an open presidential search process. I support faculty and student representation at the highest levels of governance. I support survivors and the reopening of the Healing Assistance Fund. I support Reclaim MSU.
Why students need more ‘math talk
The Conversation online
Research, such as the work led by education researchers Suzanne Chapin and Beth Herbel-Eisenmann, has shown how math talk supports learning. It can improve memory and understanding; aid the development of language and social skills; and boost confidence and interest in math.
Journal Articles (5)
2019 This article explores teaching practices described in NCTM’s Principles to Actions: Ensuring Mathematical Success for All. Investigating and mitigating implicit bias in questions are discussed in this article, which is another installment in the series.
2018 In this article we explore equity issues related to school district decision-making about students' opportunities to learn algebra. We chose algebra because of the important role it plays in the U.S. as a gatekeeper to future academic success. Current research has not yet explored issues of equity in district-level decision-making.
2017 This Research Committee commentary describes how mathematics education researchers, or MERs, need to build on equity. The committee states that equity should no longer be a choice but an intentional, collective, and professional responsibility of the MER community.
2016 The NCTM Research Committee identifies key influences on mathematics education that are largely outside the domain of the academic world in which most mathematics education researchers live. The groups that are identified—including the media, companies and foundations, and other academic domains—affect the public's perception of mathematics and mathematics education. They argue that mathematics education researchers can intervene to shift these storylines and positionings and have greater impact on policy, practice, and public perception in the future.
2015 The mathematics register refers to the forms of meaning and styles of communication used by the mathematics disciplinary community. Many mathematics education scholars have attended to this idea, yet it has gotten little attention in secondary mathematics teacher education. Work related to content-based literacy points to potential benefits for an increased focus on the mathematics register because an important role of teachers is to assist students in developing facility with the mathematics register in order to support students’ learning.