Pepin, Birgit (19..-....)

Birgit Pepin has taught mathematics in secondary schools in England before starting her PhD in mathematics education: an investigation of mathematics teachers’ work in three countries (England, France, Germany), in particular with respect to their mathematical and pedagogic practices, and the influence of educational and cultural traditions on their work as a mathematics teacher. After finalizing her PhD she worked in UK higher education institutions (Open University, Oxford Brookes University; Manchester University), and later moved to Norway (2009-2014) for her first full professorship, and then to the Netherlands (since 2015). She is now a full professor of mathematics/ STEM education at Eindhoven University of Technology. Her teaching and research focus on mathematics curriculum materials (including digital resources) and their design and use by teachers and students; and teacher pedagogy and professional learning, especially in mathematics and science education in secondary schooling and in higher STEM education.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: foundations for change. ZDM - Mathematics Education, 49(5), 645- 661.

Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM - Mathematics Education, 49(5), 799-812.

Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94 (3), 257-274

Birgit Pepin a enseigné les mathématiques à l’école secondaire en Angleterre avant de commencer des études doctorales en éducation des mathématiques : une étude du travail des enseignants de mathématiques dans trois pays (Angleterre, France, Allemagne), en particulier du point de vue de leurs pratiques mathématiques et pédagogiques, et de l’influence des traditions éducatives et culturelles sur leur travail comme professeurs de mathématiques. Après son doctorat, elle a travaillé dans des institutions d’enseignement supérieur à l’Université (Open University, Oxford Brookes University, Manchester University) et ensuite en Norvège (2009-2014) pour son premier poste de professeur d’Université, et, depuis 2015, aux Pays-Bas. Elle est maintenant professeur d’éducation mathématique et de STEM (Sciences, Technology, Ingénierie et Mathématiques) à l’Université de Technologie d’Eindhoven. Le focus de son enseignement et de sa recherche, ce sont les matériels curriculaires (incluant les ressources numériques), leur conception et leur usage par les enseignants et les étudiants ; et la formation pédagogique et professionnelle des enseignants, en particulier pour l’éducation mathématique et scientifique dans le second degré, et pour l’enseignement STEM à l’Université.

Pepin, B., Choppin, J., Ruthven, K., & Sinclair, N. (2017). Digital curriculum resources in mathematics education: foundations for change. ZDM - Mathematics Education, 49(5), 645- 661.

Pepin, B., Gueudet, G., & Trouche, L. (2017). Refining teacher design capacity: Mathematics teachers’ interactions with digital curriculum resources. ZDM - Mathematics Education, 49(5), 799-812.

Pepin, B., Xu, B., Trouche, L. & Wang, C. (2017). Developing a deeper understanding of mathematics teaching expertise: an examination of three Chinese mathematics teachers’ resource systems as windows into their work and expertise. Educational Studies in Mathematics, 94 (3), 257-274