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

Einat Heyd-Metzuyanim

Journal of the Learning Sciences Vol. 24, No. 4 (2015) pp. 504–549

This study uses a new communicational lens that conceptualizes the activity of learning mathematics as interplay between mathematizing and identifying in order to study how the emotional, social, and cognitive aspects of learning mathematics...

Learning Number with Touchcounts: The Role of Emotions and the Body in Mathematical Communication

Nathalie Sinclair; Einat Heyd-Metzuyanim

Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 81–99

In this paper we describe a touchscreen application called "TouchCounts," which is designed to support the development of number sense in the early years. We first provide an a priori analysis of its affordances. Then, using Sfard's...

Identity struggles in the mathematics classroom: On learning mathematics as an interplay of mathematizing and identifying

Einat Heyd-Metzuyanim; Anna Sfard

International Journal of Educational Research Vol. 51, No. 1 (2012) pp. 128–145

The view of learning as a particular type of the activity of communicating with others and with oneself has already been shown to unify the once separate lines of study devoted to cognitive and to social aspects of learning. This approach is now...

Language: English