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Journal of the Learning Sciences Volume 24, 2015 - Issue 4
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Articles

Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure

Einat Heyd-MetzuyanimDepartment of Education in Science and Technology, The Technion—Israel Institute of Technology;Learning Research and Development Center, University of PittsburghCorrespondence[email protected]
Pages 504-549 | Published online: 27 Apr 2015

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Matthew Voigt, Lynda Wynn, Katie Bjorkman & Stanley M. Lo. (2023) Illustrating Student Mathematics Identities Through a Network of Identity Frameworks. PRIMUS 33:5, pages 487-501.
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Faramarz Asanjarani & Mahdi Zarebahramabadi. (2021) Evaluating the effectiveness of cognitive-behavioral therapy on math self-concept and math anxiety of elementary school students. Preventing School Failure: Alternative Education for Children and Youth 65:3, pages 223-229.
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Maggie Dahn & David DeLiema. (2020) Dynamics of emotion, problem solving, and identity: Portraits of three girl coders. Computer Science Education 30:3, pages 362-389.
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Sihlobosenkosi Mpofu & Vimolan Mudaly. (2020) Grade 11 Rural Learners Understanding of Functions: A Commognition Perspective. African Journal of Research in Mathematics, Science and Technology Education 24:2, pages 156-168.
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Patricia M. Buenrostro & Josh Radinsky. (2019) Looking at My (Real) World through Mathematics: Memories and Imaginaries of Math and Science Learning. Cognition and Instruction 37:3, pages 390-407.
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Jo Towers, Miwa A. Takeuchi & Lyndon C. Martin. (2018) Examining contextual influences on students’ emotional relationships with mathematics in the early years. Research in Mathematics Education 20:2, pages 146-165.
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Iris Tabak & Josh Radinsky. (2015) Paving New Pathways to Supporting Disciplinary Learning. Journal of the Learning Sciences 24:4, pages 501-503.
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Articles from other publishers (45)

Lars Jenßen. (2023) “Name Three Good Things About Yourself in Mathematics” – An Intervention to Reduce Pre-Service Teachers’ Shame in Mathematics. International Journal of Applied Positive Psychology.
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Katie Makar. (2023) Primary teachers’ early and retrospective instructional vision of mathematical inquiry. Journal of Educational Change.
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Tye G. Campbell & Sheunghyun Yeo. (2023) Student noticing of collaborative practices: exploring how college students notice during small group interactions in math. Educational Studies in Mathematics 113:3, pages 405-423.
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Lars Jenßen, Bettina Roesken-Winter & Sigrid Blömeke. (2022) Measuring Pre-service Primary Teachers’ Shame in Mathematics—a Comprehensive Validation Study. International Journal of Science and Mathematics Education 21:2, pages 463-488.
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Einat Heyd-Metzuyanim & Jason Cooper. (2022) When the Problem Seems Answerable yet the Solution is Unavailable: Affective Reactions Around an Impasse in Mathematical Discourse. International Journal of Research in Undergraduate Mathematics Education.
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Anna Sfard & Paul Cobb. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 467 485 .
. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 465 578 .
Yousef M. ABD ALGANİ & Younis Fareed Abu ALHAIJA. (2022) The Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in IsraelThe Impact of the Homework in Mathematics on Learning Style of Arab Primary School Students in Israel. International e-Journal of Educational Studies 6:11, pages 45-55.
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Einat Heyd-Metzuyanim, Aviv J. Sharon & Ayelet Baram-Tsabari. (2021) Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education. Educational Studies in Mathematics 108:1-2, pages 201-225.
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Soryna Sabbah & Einat Heyd-Metzuyanim. (2020) Integration of Arab Female Students at a Technological University—Narratives of Identity in Figured Worlds. International Journal of Science and Mathematics Education 19:5, pages 977-996.
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Z Nisa, A Lukito & Masriyah. (2021) Students Mathematical Discourse Analysis by Commognition Theory in Solving Absolute Value Equation. Journal of Physics: Conference Series 1808:1, pages 012065.
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Anna Baccaglini-Frank. (2021) To tell a story, you need a protagonist: how dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse. Educational Studies in Mathematics 106:2, pages 291-312.
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Man Ching Esther Chan & Anna Sfard. (2020) On learning that could have happened: The same tale in two cities. The Journal of Mathematical Behavior 60, pages 100815.
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Einat Heyd-Metzuyanim & Rachel Hess-Green. (2019) Valued Actions and Identities of Giftedness in a Mathematical Camp. International Journal of Science and Mathematics Education 18:7, pages 1311-1331.
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Maggie Dahn, David Deliema & Noel Enyedy. (2020) Art as a Point of Departure for Understanding Student Experience in Learning to Code. Teachers College Record: The Voice of Scholarship in Education 122:8, pages 1-42.
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Enditiyas PRATİWİ, Toto NUSANTARA, Susiswo SUSİSWO & Makbul MUKSAR. (2020) Textual and Contextual Commognitive Conflict Students in Solving an Improper Fraction. Journal for the Education of Gifted Young Scientists 8:2, pages 731-742.
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Rachel Lambert & Paulo Tan. (2019) Does disability matter in mathematics educational research? A critical comparison of research on students with and without disabilities. Mathematics Education Research Journal 32:1, pages 5-35.
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Amber Simpson, Adam V. Maltese, Alice Anderson & Euisuk Sung. 2020. Mistakes, Errors and Failures across Cultures. Mistakes, Errors and Failures across Cultures 347 362 .
Anna Sfard. 2020. Encyclopedia of Mathematics Education. Encyclopedia of Mathematics Education 95 101 .
Merav Weingarden, Einat Heyd-Metzuyanim & Talli Nachlieli. (2019) The realization tree assessment tool – examining explorative participation in mathematics lessons. The Journal of Mathematical Behavior 56, pages 100717.
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Einat Heyd-Metzuyanim. (2019) Changing teaching practices towards explorative mathematics instruction – The interweaving of teacher identity and pedagogical discourse. Teaching and Teacher Education 86, pages 102862.
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Wolff-Michael Roth & Margaret Walshaw. (2019) Affect and emotions in mathematics education: toward a holistic psychology of mathematics education. Educational Studies in Mathematics 102:1, pages 111-125.
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Yousef Abd Algani & Jmal ESHAN. (2019) Reasons and Suggested Solutions for Low-Level Academic Achievement in Mathematics. International e-Journal of Educational Studies.
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Anna Sfard. (2019) Making sense of identities as sense-making devices. ZDM 51:3, pages 555-564.
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Mellony Graven & Einat Heyd-Metzuyanim. (2019) Mathematics identity research: the state of the art and future directions. ZDM 51:3, pages 361-377.
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Anna Chronaki & David Kollosche. (2019) Refusing mathematics: a discourse theory approach on the politics of identity work. ZDM 51:3, pages 457-468.
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Laura Black, Sophina Choudry, Kelly Pickard-Smith & Julian Williams. (2019) Theorising the place of emotion–cognition in research on mathematical identities: the case of early years mathematics. ZDM 51:3, pages 379-389.
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Einat Heyd-Metzuyanim & Galit Shabtay. (2019) Narratives of ‘good’ instruction: teachers’ identities as drawing on exploration vs. acquisition pedagogical discourses. ZDM 51:3, pages 541-554.
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Einat Heyd-Metzuyanim & Mellony Graven. (2019) Rituals and explorations in mathematical teaching and learning: introduction to the special issue. Educational Studies in Mathematics 101:2, pages 141-151.
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Rachel Lambert. (2019) Political, relational, and complexly embodied; experiencing disability in the mathematics classroom. ZDM 51:2, pages 279-289.
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Nadav Ehrenfeld & Einat Heyd-Metzuyanim. (2018) Intellective Identities in the Construction of a Hybrid Discourse: the Case of an Ultra-Orthodox Jewish Mathematics Classroom. International Journal of Science and Mathematics Education 17:4, pages 739-757.
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Sonja Lutovac. (2019) Pre-service mathematics teachers’ narrated failure: Stories of resilience. International Journal of Educational Research 98, pages 237-244.
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Einat Heyd-Metzuyanim. 2019. Affect and Mathematics Education. Affect and Mathematics Education 419 428 .
Adam V. Maltese, Amber Simpson & Alice Anderson. (2018) Failing to learn: The impact of failures during making activities. Thinking Skills and Creativity 30, pages 116-124.
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Jennifer Langer-Osuna. (2018) Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. Education Sciences 8:2, pages 87.
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Anthea Roberts & Kate le Roux. (2018) A commognitive perspective on Grade 8 and Grade 9 learner thinking about linear equations. Pythagoras 40:1.
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Anna Sfard. 2018. Encyclopedia of Mathematics Education. Encyclopedia of Mathematics Education 1 7 .
David DeLiema. (2017) Co-constructed failure narratives in mathematics tutoring. Instructional Science 45:6, pages 709-735.
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Einat Heyd-Metzuyanim & Baruch B. Schwarz. (2017) Conceptual change within dyadic interactions: the dance of conceptual and material agency. Instructional Science 45:5, pages 645-677.
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Amber Simpson & Adam Maltese. (2016) “Failure Is a Major Component of Learning Anything”: The Role of Failure in the Development of STEM Professionals. Journal of Science Education and Technology 26:2, pages 223-237.
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Einat Heyd-Metzuyanim. 2017. Teaching and Learning in Maths Classrooms. Teaching and Learning in Maths Classrooms 131 140 .
Einat Heyd-Metzuyanim, Michal Tabach & Talli Nachlieli. (2015) Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction. Journal of Mathematics Teacher Education 19:6, pages 547-574.
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Michal Tabach & Talli Nachlieli. (2015) Communicational perspectives on learning and teaching mathematics: prologue. Educational Studies in Mathematics 91:3, pages 299-306.
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Einat Heyd-Metzuyanim & Mellony Graven. (2015) Between people-pleasing and mathematizing: South African learners’ struggle for numeracy. Educational Studies in Mathematics 91:3, pages 349-373.
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Markku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen & Gerald A GoldinMarkku S. Hannula, Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, Raimo Kaasila, James A. Middleton, Amanda Jansen & Gerald A. Goldin. 2016. Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Attitudes, Beliefs, Motivation and Identity in Mathematics Education 1 35 .

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