Einat Heyd-Metzuyanim
Einat Heyd-Metzuyanim
Associate Professor of Mathematics Education and Psychology, Technion - Israel Institute of
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Citado por
Citado por
The co-construction of learning difficulties in mathematics—teacher–student interactions and their role in the development of a disabled mathematical identity
E Heyd-Metzuyanim
Educational Studies in Mathematics 83 (3), 341-368, 2013
Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying
E Heyd-Metzuyanim, A Sfard
International Journal of Educational Research 51, 128-145, 2012
Attitudes, beliefs, motivation and identity in mathematics education: An overview of the field and future directions
MS Hannula, P Di Martino, M Pantziara, Q Zhang, F Morselli, ...
Springer Nature, 2016
Attitudes, beliefs, motivation and identity in mathematics education: An overview of the field and future directions
GA Goldin, MS Hannula, E Heyd-Metzuyanim, A Jansen, R Kaasila, ...
Springer International Publishing, 2016
Vicious cycles of identifying and mathematizing: A case study of the development of mathematical failure
E Heyd-Metzuyanim
Journal of the Learning Sciences 24 (4), 504-549, 2015
Learning number with TouchCounts: The role of emotions and the body in mathematical communication
N Sinclair, E Heyd-Metzuyanim
Technology, Knowledge and Learning 19 (1-2), 81-99, 2014
Opportunities for learning given to prospective mathematics teachers: Between ritual and explorative instruction
E Heyd-Metzuyanim, M Tabach, T Nachlieli
Journal of Mathematics Teacher Education 19 (6), 547-574, 2016
Between people-pleasing and mathematizing: South African learners’ struggle for numeracy
E Heyd-Metzuyanim, M Graven
Educational Studies in Mathematics 91 (3), 349-373, 2016
Mathematics identity research: The state of the art and future directions
M Graven, E Heyd-Metzuyanim
ZDM 51 (3), 361-377, 2019
Learning number with TouchCounts: The role of emotions and the body in mathematical communication. Technology, Knowledge and Learning, 19 (1–2), 81–99
N Sinclair, E Heyd-Metzuyanim
From ritual to explorative participation in discourse-rich instructional practices: a case study of teacher learning through professional development
E Heyd-Metzuyanim, M Smith, V Bill, LB Resnick
Educational Studies in Mathematics 101 (2), 273-289, 2019
Highlighting heritages and building tasks: A critical analysis of mathematics classroom discourse literature
B Herbel-Eisenmann, T Meaney, J Bishop Pierson, E Heyd-Metzuyanim
Compendium for research in mathematics education, 722-765, 2017
Narratives of ‘good’instruction: Teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses
E Heyd-Metzuyanim, G Shabtay
ZDM 51 (3), 541-554, 2019
Exploring the limitations and possibilities of researching mathematical dispositions of learners with low literacy levels
M Graven, E Heyd-Metzuyanim
Scientia in educatione 5 (1), 1-16, 2014
Conflicting frames: a case of misalignment between professional development efforts and a teacher’s practice in a high school mathematics classroom
E Heyd-Metzuyanim, C Munter, J Greeno
Educational Studies in Mathematics 97 (1), 21-37, 2018
Conceptual change within dyadic interactions: the dance of conceptual and material agency
E Heyd-Metzuyanim, BB Schwarz
Instructional Science 45 (5), 645-677, 2017
Change in teachers’ practices towards explorative instruction
E Heyd-Metzuyanim, M Smith, VL Bill, LB Resnick
Proceedings of the 40th Conference of the International Group for the …, 2016
Changing teaching practices towards explorative mathematics instruction–The interweaving of teacher identity and pedagogical discourse
E Heyd-Metzuyanim
Teaching and teacher education 86, 102862, 2019
Emotional aspects of learning mathematics: how the interaction between identifying and mathematizing influences the effectiveness of learning
E Heyd-Metzuyanim
University of Haifa, 2011
Developing number sense with TouchCounts
N Sinclair, E Heyd-Metzuyanim
Von Audiopodcast bis Zahlensinn, 125-150, 2014
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