Wallach M.N, Heyd-Metzuyanim E., & Band R. (submitted) Potential and implementation of tasks in linear algebra workshops. Submitted to Educational Studies in Mathematics.
Ben-Dor, N. & Heyd-Metzuyanim E. (submitted). Unifying dialogic learning and mathematics learning: A discursive lens for the study of dialogic mathematics peer learning. Submitted to the Journal of the Learning Sciences.
Heyd-Metzuyanim, E. (submitted). Failure to Teach/Learn Mathematics: A Complexity-Discursive Perspective. Submitted to Educational Researcher.
Weingarden, M., & Heyd-Metzuyanim, E. (2024). Pre-service teachers envision mathematical learning opportunities while engaging with the Realization Tree Mediator (RTM). Journal of Mathematics Teacher Education.
Sharon, A., Telem, L., & Heyd-Metzuyanim (2024). How learners perceive inter-disciplinary dialogic science-related learning experiences: a mixed-method study. Scientia in Education.
Weingarden, M., & Heyd-Metzuyanim, E. (2023). Seeing the Forest for the Trees: What can the RTA Tell us About Explorative Instruction? Journal for Research in Mathematics Education. 54 (2), 97-117.
Weingarden, M. & Heyd-Metzuyanim, E. (2023). Evaluating mathematics lessons for cognitive demand: achieving inter-rater reliability as an activity of aligning pedagogical discourses. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-023-09579-2
Ben-Dor, N., & Heyd-Metzuyanim, E. (2021). Standing on each other’s shoulders: A case of coalescence between geometric discourses in peer interaction. Journal of Mathematical Behavior,64. https://doi.org/10.1016/j.jmathb.2021.100900
Sabbah, S., & Heyd-Metzuyanim, E. (2021). Integration of Arab female students at a technological university – Narratives of identity in figured worlds. International Journal of Science and Mathematics Education, 19, 977-996 http://link.springer.com/article/10.1007/s10763-020-10084-8
Heyd-Metzuyanim, E., Sharon, J. A., & Baram-Tsabari, A. (2021). Public understanding of the mathematical aspects of the COVID-19 pandemic and its relation to school mathematics education. Educational Studies in Mathematics, 108, 201-225. https://doi.org/10.1007/s10649-021-10075-8
Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a Professional Development Program for Cognitively Demanding Instruction Across Shifting Context. Educational Studies in Mathematics, 104, 385–403. https://doi.org/10.1007/s10649-020-09967-y
Heyd-Metzuyanim, E., & Hess-Green, R. (2020). Identities of competence in a camp for students identified as mathematically gifted. International Journal of Science and Mathematics Education, 18, 1311-1331 https://doi.org/10.1007/s10763-019-10013-4 (IF: 1.027)
Heyd-Metzuyanim, E. & Shabtay, (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
Weingarden, M., Heyd-Metzuyanim, E., & Nachlieli, T. (2019). The realization tree assessment tool – examining explorative participation in mathematics lessons. Journal of Mathematical Behavior, 56, 100717. http://doi.org/10.1016/j.jmathb.2019.100717
Heyd-Metzuyanim, E. (2019). Changing teaching practices towards explorative mathematics instruction – The interweaving of teacher identity and pedagogical discourse. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2019.06.016
Ehrenfeld, N. & Heyd-Metzuyanim, E. (2019). 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
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.
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.
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.