פרופ"ח עינת הד-מצויינים

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

16. 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.