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Associate Professor Einat Heyd-Metzuyanim

Faculty

Associate Professor. Einat Heyd-Metzuyanim is a faculty member and researcher in the domain of mathematics education and the learning sciences, at The Technion - Israel's Institute of Technology, in the Faculty of Education in Technology and Science.  She earned her B.A in psychology and computer sciences and an M.A (Summa cum laude) in Educational Counselling. In 2012 she obtained her Ph.D. (Summa cum laude) in Mathematics Education from Haifa University, continuing to a postdoc fellowship at LRDC, University of Pittsburgh.

Heyd-Metzuyanim's research interests focus on mathematical identity, discourse and teaching for explorative participation in mathematics. In addition, she is interested in natural language processing technologies for enhancing the research on identity development in mathematics. Since 2016, she has been leading the TEAMs project - Teaching Exploratively for All Mathematics Students (in Hebrew: MACHSHAVA), a research-practice project, funded by the Israeli Trump foundation. This project is currently in its second phase, named “TEAMS PLCs for the 21st century”. In addition, since 2018, she has been PI of an the Dialogos "center of excellence", together with a multi-disciplinary team from four universities. This project aims to foster dialogical teaching in mathematics, science and the humanities, in secondary schools. Finally, since 2020, she has been PI on an ISF (Israel Science Foundation) funded project named LATID (Learning difficulties, Technology, Identity and Discourse) which targets low achieving students and aims to promote productive mathematical identities through technology-assisted pedagogy.

Between 2017-2021, Heyd-Metzuyanim served as the Secretary and later the Vice President of the International Group of Psychology in Mathematics Education (PME). In addition, she served as a member of the Jerusalem Conference of Research in Mathematics Education (JRCME) committee and co-chaired the JCRME7 in 2019.

Heyd-Metzuyanim has published more than 20 peer-reviewed articles in multiple international journals, including the Journal of the Learning Sciences, Educational Studies in Mathematics, the Journal of Mathematics Teacher Education, Instructional Science and ZDM – Mathematics Education. In 2014, one of these publications won the Research in Mathematics Education Early Career Publication Award from the Research in Mathematics Education SIG of the American Educational Research Association (AERA). She has co-edited a special-issue for Educational Studies in Mathematics on Rituals and Explorations in Mathematical Teaching and Learning and a special issue on Identity in Mathematical Teaching and Learning for ZDM – Mathematics Education. She is also serving as a member of the editorial board of the International Journal of Science and Mathematics Education, and on the advisory board of For the Learning of Mathematics.

 

  • 2000: B.A. in Psychology and Computer Science, Tel-Aviv University
  • 2006: M.A. in Educational Counseling (Summa Cum Laude), The Hebrew University
  • 2006: Teaching Certificate in Computer Science, The Open University
  • 2012: PhD in Mathematics Education (Cum Laude), Haifa University

Peer reviewed Journals

  1. Heyd-Metzuyanim, E. & Sfard, A. (2012). Identity struggles in the mathematics classroom – learning mathematics as an interplay between mathematizing and identifying, International Journal of Educational Research 51-52, 128-145.

  2. Heyd-Metzuyanim, E. (2013). The co-construction of 'learning difficulties' in mathematics – teacher-student interactions and their role in the development of a ‘disabled’ mathematical identity, Educational Studies in Mathematics, 83(3), 341-368.

  3. Graven, M. & Heyd-Metzuyanim, E. (2014). Exploring the limitations and possibilities of researching mathematical dispositions of learners with low literacy levels. Scientia in Educatione 5(1), 20–35.

  4. Sinclair, N. & Heyd-Metzuyanim, E. (2014). Learning Number with TouchCounts: The Role of Emotions and the Body in Mathematical Communication Technology, Knowledge and Learning 1-19.

  5. Heyd-Metzuyanim, E. (2015). Vicious cycles of identifying and mathematizing – a case study of the development of mathematical failure. Journal of the Learning Sciences. 24(4), 504-549.

  6. Heyd-Metzuyanim, E., Tabach, M. & Nachlieli, T. (2015). Opportunities for learning in a prospective mathematics teachers’ classroom – between ritual and explorative instruction. Journal of Mathematics Teacher Education. doi:10.1007/s10857-015-9311-1.

  7. Heyd-Metzuyanim, E. & Graven, M. (2016). Between people-pleasing and mathematizing – South African learners’ struggle for numeracy. Educational Studies in Mathematics. 91(3): 349-373.

  8. Heyd-Metzuyanim, E. & Schwarz B. B. (2017). Conceptual change within dyadic interactions - the dance of conceptual and material agency. Instructional Science. https://doi.org/10.1007/s11251-017-9419-z

  9. Heyd-Metzuyanim, E. (2017). Identity as a Nexus of Affect and Discourse in Mathematical Learning. For the Learning of Mathematics. Vol. 37 (3), p. 33-38.

  10. Heyd-Metzuyanim, E., Munter, C., & Greeno, J. (2018). Conflicting frames: A case of misalignment between professional development efforts and a teacher's practice in a high-school mathematics classroom. Educational Studies in Mathematics, 97(1), pp. 21-37.

  11. Ehrenfeld, N. & Heyd-Metzuyanim, E. (2018). Intellective identities and the construction of a hybrid discourse in an Ultra-Orthodox Jewish mathematics classroom. International Journal of Science and Mathematics Education. https://link.springer.com/article/10.1007%2Fs10763-018-9885-z

  12. Heyd-Metzuyanim, E. Smith, M., Bill, V., & Resnick, L. B. (2018). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-018-9849-9

  13. Heyd-Metzuyanim, E. & Shabtay, G (2019). Narratives of 'good' instruction: teachers' identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-018-01019-3

  14. Heyd-Metzuyanim, E. & Graven, M. (2019). Rituals and explorations in mathematical teaching and learning – Introduction to the special issue. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-019-09890-x

  15. Graven, M., & Heyd-Metzuyanim, E. (accepted). Mathematics Identity research: the state of the art and future directions - Review and introduction to ZDM Special Issue on Identity in Mathematics Education. ZDM – Mathematics Education.

In Hebrew

  1. Heyd-Metzuyanim, E. (2016). The co-construction of an identity of a "disabled student" – Discursive routines between a teacher and her student and their role in perpetuating learning difficulties in mathematics (Hebrew). Mehkar VeIyun BeHinuch Matemati (Research and Studies in Mathematics Education), Vol 4, p. 121-145.

Book Chapters

  1. Sinclair, N. & Heyd-Metzuyanim, E. (2014). Developing number sense with TouchCounts. In S. Ladel & C. Schreiber (Eds.) Lernen, Lehren und Forschen mit digitalen Medien (Learning, teaching and research with digital media). WTM, pp. 125-150.

  2. Heyd-Metzuyanim, E. (2017). A meta-level reflection on dialogue between discourses. In J. Adler, & A. Sfard, (Eds.) Mathematics education research goes back to school: Transforming researchers' stories into educational gains. Routledge, pp. 171-181.

  3. Heyd-Metzuyanim, E. (2017). Emotional expressions as a window to processes of change in a mathematics classroom’s culture. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.) Teaching and Learning in Maths Classrooms. Springer, pp. 131-139.

  4. Hess-Green, R., & Heyd-Metzuyanim, E. (2017). Criteria for identifying students as exceptional in a mathematical camp for ‘gifted’ students. In C. Andrà, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.) Teaching and Learning in Maths Classrooms. Springer, pp. 185-195.

  5. Herbel-Eisenmann, B., Meaney, T., Bishop, J. & Heyd-Metzuyanim, E. (2017). Highlighting heritages and building tasks: A critical analysis of literature on mathematics classroom discourse. In J. Cai (Ed.). First Compendium for Research on Mathematics Education, Reston, VA: NCTM, pp. 722-765.

  6. Heyd-Metzuyanim, E. & Tabach, M. (2018). The Commognitive theory framework: From theory to implementation. In N. Movshoviz-Hadar, N. (Ed.). K-12 Mathematics Education in Israel. pp. 343-350.

  7. Heyd-Metzuyanim, E. (2018). The discursive approach to identity and critical transitions in mathematics learning. In T. Amin & O. Levrini. (Eds.) Converging and Complementary Perspectives on Conceptual Change. Oxon: Routledge, pp. 289-296.

Books, Edited Books and Volumes

  1. Hannula, M. S., Heyd-Metzuyanim, E., Jansen, A., …., Zhang, Q (2016). Attitudes, Beliefs, Motivation, and Identity in Mathematics Education. Attitudes, Beliefs, Motivation and Identity in Mathematics Education: An Overview of the Field and Future Directions. Springer. http://link.springer.com/chapter/10.1007/978-3-319-32811-9_1

  2. Hazzan, O., Heyd-Metzuyanim, E., Even-Zahav, A., Tal, T. and Dori, Y. J. (, 2017). Application of Management Theories for STEM Education: The Case of SWOT Analysis, SpringerBriefs in Education. http://www.springer.com/us/book/9783319689494

  3. Heyd-Metzuyanim, E. & Graven, M. (Editors) (2019). Rituals and Explorations in Mathematical Teaching and Learning. Special Issue of Educational Studies in Mathematics.

  4. Graven, M., Heyd-Metzuyanim, E. and Kaiser, G. (Editors) (in press). Identity in Mathematical Teaching and Learning. Special Issue of ZDM – Mathematics Education.

 

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