Identity Struggles in the Mathematics Classroom: On Learning Mathematics as an Interplay of Mathematizing and Identifying.

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Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “These have been captured under the communicational analysis of students’ identity and of the activity of identification (Heyd-Metzuyanim and Sfard 2012; Sfard and Prusak 2005).”
Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…neutral and included identity struggles between the two higher achieving boys, Idit, and her lower achieving friend Edna (for an elaboration, see Heyd-Metzuyanim & Sfard, 2012), it may be that Idit continued to refrain from speaking during the course because of similar identity-related…”
Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives (2017, background): “Over the last 15 years, researchers have shown that learning is not just about accumulating knowledge; it is about the formation of an identity (Gresalfi, 2009; Heyd-Metzuyanim & Sfard, 2012).”