Dr. Einat Heyd-Metzuyanim is an Associate Professor of Mathematics Education 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 Counseling. 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 identity, emotions and discourse in mathematical teaching and learning. Since 2016, she has PI and head of the TEAMs project – Teaching Exploratively for All Mathematics Students (in Hebrew: MACHSHAVA), a research-practice project, funded by the Israeli Trump foundation. In addition, since 2018, she is PI of an ISF “center of excellence” grant, together with a multi-disciplinary team from four universities, called Dialogus. This project aims to foster dialogical teaching in mathematics, science and the humanities, in secondary schools. Previously (2014-2017), Heyd-Metzuyanim conducted a Spencer funded study “Designing for change in teachers’ practices – towards implementing explorative mathematics instruction“.
Since 2017, Heyd-Metzuyanim serves as the Secretary of the International Group of Psychology in Mathematics Education (PME). She has served as a member of the Jerusalem Conference of Research in Mathematics Education (JRCME) committee and chair of the JCRME7 in 2019.
Heyd-Metzuyanim has published 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 is currently co-editing a special issue on Identity in Mathematical Teaching and Learning for ZDM – Mathematics Education.
Selected Publications
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.
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.
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.
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., Tabach, M. & Nachlieli, T. (2015). Opportunities for learning in a prospective mathematics teachers’ classroom – between ritual and explorative instruction. Journal of Mathematics Teacher Education.
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.
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
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.
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.
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.17(4), 739-757. https://link.springer.com/article/10.1007%2Fs10763-018-9885-z
Heyd-Metzuyanim, E. Smith, M., Bill, V., & Resnick, L. B. (2019). From ritual to explorative participation in discourse-rich instructional practices: A case study of teacher learning through professional development. Educational Studies in Mathematics.101(2), 273–289. https://doi.org/10.1007/s10649-018-9849-9
Heyd-Metzuyanim, E. & Shabtay, G.(2019). Narratives of ‘good’ instruction: teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM – Mathematics Education, 51, 541-554.
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
Graven, M., & Heyd-Metzuyanim, E. (2019). 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. https://doi.org/10.1007/s11858-019-01050-y
Weingarden, M., Heyd-Metzuyanim, E., & Nachlieli, T. (2019). Realization Tree Assessment tool – Assessing explorative instruction through opportunities for objectification. Journal of Mathematical Behavior. https://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
Contact: einat.metz@gmail.com