Birgit Pepin, MSc, PGCE, PhD
Honorory Research Fellow
Phone: +44 7801074410
E-mail: birgit.pepin@manchester.ac.uk or birgit.pepin@hist.no
Main teaching interests:
Mathematics education; Comparative & International Mathematics Education; Research Methodology.
Main research interests:
Recent projects have been funded by the ESRC (TransMaths- transition into HE mathematics; mathematics textbooks and their use by teachers in England, France and Germany; mathematics teachers work in three countries) and the EU (Inquiry based learning in 12 European countries; Didaktik in Europe).
Her main research interests are to explore issues in the mathematics classroom. These include pupil identity development as learners of mathematics, teacher knowledge in/for teaching and mathematics classrooms internationally, in addition to the methodologies used for such studies.
Beside her research projects she has been working with local, national and European agencies, in terms of teacher professional development, in particular with respect to developing curricular materials to develop teacher mathematical knowledge for teaching. She has been editor of the International Journal of Research and Method in Education for the past four years, and served on editorial boards of prestigious journals (e.g. BERJ, Compare). She is also the network convenor of the European Educational Research Associations Mathematics Education Research network.
Selected publications:
Pepin, B. (2009) The role of textbooks in the figured world of English, French and German classrooms- a comparative perspective in Black, L. Mendick, H and Solomon, Y. (Eds.) (in press) Mathematical Relationships: identities and participation. London: Routledge
Pepin, B. (2009) Negativity and learner identity: classroom tasks, the minus sign and classroom environments in English, French and German classrooms, in J.Maass & W. Schloeglmann (eds) Beliefs and Attitude in Mathematics Education- New Research Results, Rotterdam, NL: Sense Publishers.
Pepin, B. (2009- in press) Exploring mathematics teacher knowledge for teaching: mathematics teachers in England, France and Germany , in Tomas Janik & Pertti Kansanen (eds) Studies on teaching and Learning in different school subject, Special (monothematic) Issue of Orbis Scholae, 2,2009.
Pepin, B. (2009- in press) How educational systems and cultures mediate teacher knowledge: teacher listening in English, French and German classrooms, in Ruthven, K. and Rowlands, T. (eds) Mathematical knowledge in teaching, Dordrecht: Springer.
Pepin, B. (2007) Culture, language and mathematics education: aspects of language in English, French and German mathematics education, in S.Ongstad (ed) Language in Mathematics?- A comparative study of four national curricula (Norway, Sweden, UK, Romania), Report to the Council of Europe, May 07.
Pepin, B. (2007) About mathematical tasks and making connections: an exploration of connections made in and around mathematics textbooks in England, France and Germany (Plenary presentation), in Bergsten, C., Grevholm, B., Masoval, H., and Ronning, F. (eds) Relating Practice and Research in Mathematics Education, Proceedings of NORMA 05, Fourth Nordic Conference on mathematics Education, Trondheim, September 2005 (pp. 111-30).
Ongstad, S., Hudson, B., Pepin, B., Imsen, G. and Kansanen, P. (2005) Didaktik and Mathematics Education. Comparative and communicational perspectives, Oslo: Oslo University College Press.
Pepin, B. (2005) Can we compare like with like in comparative education research? Methodological considerations in cross-cultural studies in mathematics education, in B. Hudson & J.Fragner (eds) Researching Teaching and Learning of Mathematics II, Linz: Trauner Verlag
Kansanen, P. and Pepin, B. (2005) Historic and Comparative Perspectives on Didaktik, in S. Ongstad, B. Hudson, B. Pepin, G. Imsen, and P. Kansanen (2005) Didaktik and Mathematics Education. Comparative and communicational perspectives, Oslo: Oslo University College Press (pp. 28-49).
Pepin, B. and Haggarty, L. (2003) 'Mathematics textbooks and their use by teachers: a window into the education world of particular countries?, in Van den Akker, J. , Kuiper, W. and Hameyer, U. (eds) Curriculum Landscapes and Trends, Dordrecht: Kluwer (pp. 73-100).
Haggarty, L. and Pepin, B. (2002) 'An investigation of mathematics textbooks and their use in English, French and German Classrooms: who gets an opportunity to learn what?' , British Educational Research Journal 28 (4): 567-90 .
Pepin, B. (2002) Different cultures, different meanings, different teaching in L.Haggarty (ed) Teaching Mathematics in Secondary Schools, London: Routledge (pp.245-58).
Pepin, B. and Haggarty, L. (2001) Mathematics textbooks and their use in English, French and German classrooms: a way to understand teaching and learning cultures, Zentralblatt for the Didactics of Mathematics, 33 (5): 158-75.
Pepin, B. (1999) Mobility of mathematics teachers across England, France and Germany. European Educational Researcher, Volume 5 (1): 5-14.
Pepin, B. (1999) The influence of national cultural traditions on pedagogy: classroom practices in England, France and Germany. In Learners and Pedagogy, eds. J.Leach and B.Moon. London: Sage Publications (pp. 124-39).