Conferences Papers

Wallach, Miriam N., Heyd-Metzuyanim, E. & Band, R. (2023). The Discourse Mapping Tree as a tool for analyzing the potential and implementation of linear algebra tasks. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 315-322). PME 46.

Elbaum-Cohen, A., Shahla Demirdjian, L., Heyd-Metzuyanim, E. & Tabach, M. (2023). Mapping the early algebraic discourse of seventh-grade students. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 283-290). PME 46.

Sabbah, S., Heyd-Metzuyanim, E. & Mawasi, E. (2023). Agency in the Explorative Pedagogical Discourse within a minoritized teachers professional learning community. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel & M. Tabach (Eds.). Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 1, p. 319). PME 46.

Sabbah, S. & Heyd-Metzuyanim, E. (2022). Arab and Jewish Mathematics Teachers’ Endorsed Pedagogical Narratives and Reported Practices. In C. Fernández, S. Linares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 371-378). (PME45), Alicante, Spain.

Heyd-Metzuyanim, E., Tabach, M. & Elbaum-Cohen, A. (2022). The aRithmetic Discourse Profile as a tool for mapping students’ subjectifying and mathematizing discourse. In Chinn. C., Tan, E., Chan, C., & Kali, Y. (Eds). Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022. Hiroshima, Japan: International Society of the Learning Sciences. pp. 171-178.

Ben-Dor, N., & Heyd-Metzuyanim, E. (2021). Development of geometric Collective Routines during Middle-School Peer Learning. Proceedings of The 44th conference of the international group for the psychology of mathematics education (PME 44). Khon Kaen, Thailand.

Wallach, M., Heyd-Metzuyanim, E. & Band, R. (2021). Mathematical Activity in Collaborative Linear-Algebra Problem-Solving. In: Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). (2021). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. Khon Kaen, Thailand: PME.

Ben-Dor, N., & Heyd-Metzuyanim, E. (2021). Effective Middle-School Collaborative Geometry Learning: A Dialogic Discursive Lens. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021. (pp. 123–130). International Society of the Learning Sciences.

Weingarden, M., & Heyd-Metzuyanim, E. (2021). Opportunities for explorative participation in different achievement groups. In: Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). (2021). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. Khon Kaen, Thailand: PME.

Weingarden, M., & Heyd-Metzuyanim, E. (2020). The Realization Tree Assessment (RTA) Tool as A Representation of Explorative Teaching. In Borko, H. & Potari, D. (Eds). Proceedings of the 25th conference of the International Commission on Mathematical Instruction – ICMI study 25. Teachers of Mathematics Working and Learning in Collaborative Groups, pp. 708-715. Lisbon, Portugal. PDF

Weingarden, M., & Heyd-Metzuyanim, E. (2020). Opportunities for Explorative Participation in Different Achievement Groups. In Inprasitha, M., Changsri, N. & Boonsena, N. (Eds). Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, pp. 675-683. Khon Kaen, Thailand: PME. PDF

Baor, R., & Heyd-Metzuyanim, E. (2019). Change in Posing Opportunities to Learn in the Context of Professional Development. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). (2019).
Proceedings of the 43 rd Conference of the International Group for the Psychology of Mathematics Education (Vol 2). pp. 73-80. Pretoria, South Africa: PME. PDF

Weingarden, M., & Heyd-Metzuyanim, E. (2019). Opportunities for Saming Realizations in Different Tasks. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds). (2019). Proceedings of the 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol 3). pp. 430-437. Pretoria, South Africa: PME. PDF

Ben-Dor, N., & Heyd-Metzuyanim, E. (2019). Adolescents’ endorsement of narratives regarding the importance of mathematics: A dialogic perspective. To be presented at CERME11, Utrecht, February 2019. https://cerme11.org/ PDF

Sabbah, S., & Heyd-Metzuyanim, E. (2019). Agency and identity of female Arab students entering a technological university. To be presented at CERME11, Utrecht, February 2019. https://cerme11.org/ PDF

Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2018). The “TEAMS” professional development program for enhancing explorative instruction. Oral Communication. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 63 Umeå, Sweden: PME.

Weingarden, M. & Heyd-Metzuyanim, E. (2018). Examining explorative instruction according to the realization tree assessment tool. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 427-434 Umeå, Sweden: PME. PDF

Shabtay, G., & Heyd-Metzuyanim, E. (2018). Examining teachers’ discourse on students’ struggle through figured worlds. In Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. 155-162. Umeå, Sweden: PME. PDF

Ehrenfeld, N., & Heyd-Metzuyanim, E. (2018).  Rituals, Explorations, and Cultural Resources in the Mathematics Classroom: When Arguing Does Not Help Learning. In Kay, J., & Luckin, R. (Eds.) Proceedings of 13th International Conference of the Learning Sciences (Vol. 3), pp 1627-1628. London. UK. PDF

Shabtay, G., & Heyd-Metzuyanim, E. (2017). Teachers’ discourse on students’ conceptual understanding and struggle. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4) (pp. 177–184). Singapore: PME. PDF

Weingarden, M., & Heyd-Metzuyanim, E. (2017). Zooming in and out – Assessing explorative instruction through three lenses. In B. Kaur, W. K. Ho, T. L. Toh, & B. H. Choy (Eds.), Proceedings of the 41th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4) (pp. 321–328). Singapore: PME. PDF

Weingarden, M., Heyd-Metzuyanim E. & Nachlieli, T. (2017). The Realization Tree Assessment tool: Assessing the exposure to mathematical objects during a lesson. Presented at the Tenth Conference of the European Society for Research in Mathematics Education (CERME10, 1-5 February 2017), Dublin, Ireland. https://hal.archives-ouvertes.fr/hal-01949078/document

Ehrenfeld, N., Heyd-Metzuyanim, E., & Onn, U. (2015). Between mathematics and Talmud – the construction of a hybrid discourse in an ultra-orthodox classroom. In K. Beswick, J. Fielding-Wells, & T. Muir (Eds.) Proceedings of 39th Psychology of Mathematics Education conference (Vol. 2), pp. 257-265.‏ PDF

Hess-Green, R., Heyd-Metzuyanim, E., & Hazzan, O. (2015). Emotional interactions of high achieving students in mathematical argumentation: The case of Jasmin. In K. Krainer & N. Vondrová (Eds.). Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1400-1407). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME