The co-construction of learning difficulties in mathematics—teacher–student interactions and their role in the development of a disabled mathematical identity

By Einat Heyd‑Metzuyanim. 2013

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/e4c7742dea1e715626c74c29d564419115bcc6f0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Rachel Lambert
2. Einat Heyd‑Metzuyanim
3. Michal Tabach
4. Talli Nachlieli
5. Monique Volman

In Education

1. Rachel Lambert
2. Talli Nachlieli
3. Michal Tabach
4. Einat Heyd‑Metzuyanim
5. Monique Verhoeven
6. Astrid M. G. Poorthuis
7. Monique Volman

In Language and Linguistics

1. Rachel Lambert
2. Michal Tabach
3. Talli Nachlieli
4. Einat Heyd‑Metzuyanim
5. Monique Verhoeven
6. Astrid M. G. Poorthuis
7. Monique Volman

Citations in the corpus

• The Role of School in Adolescents’ Identity Development. A Literature Review (2018, background): “The study by Heyd-Metzuyanim (2013) showed how teacher expectations can inform adolescents’ identity development even when these expectations are communicated implicitly.”
• Conceptualizations of Students With and Without Disabilities in Educational Research in Mathematics; A Critical Review (2017, unknown): “Heyd-Metzuyanim [65] analyzed the co-construction of learning disabilities in mathematics through analysis of interaction between a mathematics teacher and a student.”
• Vicious Cycles of Identifying and Mathematizing: A Case Study of the Development of Mathematical Failure (2015, background): “…as syntactic or procedural) may be observed either in beginners’ talk, when the necessary numerical concepts have not been objectified yet (Pantziara & Philippou, 2011; Sfard & Lavie, 2005), or in students with low achievement in mathematics (Ben-Yehuda, 2003; Heyd-Metzuyanim, 2013).”
• Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Sfard and Lavie (2005) and later Heyd-Metzuyanim (2013) differentiate ritual from explorative participation according to several attributes.”
• Constructing and resisting disability in mathematics classrooms: a case study exploring the impact of different pedagogies (2015, background): “For example, Heyd-Metzuyanim (2013) explored how a mathematical learning difficulty was co-constructed through interactions between a student and teacher, scholarship that disrupts medicalized notions of disability   as individual deficit.”