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Cited by 124Mathematics Education and Teaching TechniquesMathematics Education and PedagogyEducation, Achievement, and Giftedness

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

Heyd-Metzuyanim, Einat·2013·Educational Studies in Mathematics
DOI 10.1007/s10649-012-9457-z
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Metadata

Authors
Heyd-Metzuyanim, E.
Venue
Educational Studies in Mathematics
Publisher
Springer Science and Business Media LLC
Published
2012-12-29
Volume
83
Issue
3
Pages
341-368
ISSN
  • 0013-1954 (ISSN-L)
  • 1573-0816
DOI
10.1007/s10649-012-9457-z
OpenAlex
W2090915976
Cited by
124
References
5
Citations by year
2026: 1 · 2025: 7 · 2024: 8 · 2023: 7 · 2022: 17 · 2021: 8 · 2020: 12 · 2019: 18 · 2018: 16 · 2017: 9 · 2016: 8 · 2015: 9 · 2014: 4
FWCI
20.21
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
Educational Studies in Mathematics (publishedVersion)
Funders
Hebrew University of Jerusalem
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Mathematics Education and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
mathematics learning difficulties, teacher-student relationship, mathematical discourse, seventh grade mathematics

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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. https://doi.org/10.1007/s10649-012-9457-z