dev_madipedia

Birgit Pepin/Publikationen: Unterschied zwischen den Versionen

Seite Diskussion

Birgit Pepin/Publikationen (Quelltext anzeigen)

Version vom 10. Juni 2017, 20:48 Uhr

45 Bytes hinzugefügt ,  10. Juni 2017
K
keine Bearbeitungszusammenfassung
[gesichtete Version][gesichtete Version]
KKeine Bearbeitungszusammenfassung
KKeine Bearbeitungszusammenfassung
 
(Eine dazwischenliegende Version desselben Benutzers wird nicht angezeigt)
Zeile 5: Zeile 5:
* Pepin, B. (2012) ‘Mathematical task analysis as ‘Catalytic Tool’ for feedback and teacher learning’, Proceedings of NORMA 2011, Reykjavik, Iceland.   
* Pepin, B. (2012) ‘Mathematical task analysis as ‘Catalytic Tool’ for feedback and teacher learning’, Proceedings of NORMA 2011, Reykjavik, Iceland.   
* Pepin, B., Lysø, K.O. & Sikko, S.A. (2012): Student educational experiences at transition from upper secondary to higher education mathematics. (p.349-362). In: F. Rønning, R. Diesen, H. Hoveid & I. Pareliussen (eds.) FOU Praksis 2011, Trondheim, Norway: Tapir Akademisk Forlag.  
* Pepin, B., Lysø, K.O. & Sikko, S.A. (2012): Student educational experiences at transition from upper secondary to higher education mathematics. (p.349-362). In: F. Rønning, R. Diesen, H. Hoveid & I. Pareliussen (eds.) FOU Praksis 2011, Trondheim, Norway: Tapir Akademisk Forlag.  
* Lyngved, R., Pepin, B. & Sikko, S.A. (2012): Inquiry based learning (IBL) environments: Working with teachers on and mathematics and science tasks. (p. 275-286). In: F. Rønning, R. Diesen, H. Hoveid & I. Pareliussen (eds.) FOU Praksis 2011, Trondheim: Tapir Akademisk Forlag, Norway.   
* Lyngved, R., Pepin, B. & Sikko, S.A. (2012): Inquiry based learning (IBL) environments: Working with teachers on and mathematics and science tasks. (p. 275-286). In: F. Rønning, R. Diesen, H. Hoveid & I. Pareliussen (eds.) FOU Praksis 2011, Trondheim: Tapir Akademisk Forlag, Norway.   
* Pepin, B. (2011): Pupils' attitude towards mathematics: a comparative study of Norwegian and English secondary students. In: B. Bösken, G. Törner & B. Pepin (eds) Beliefs and Beyond: Affecting the Teaching and Learning of Mathematics, ZDM- The International Journal of Mathematics Education, 43(4):535-546.   
* Pepin, B. (2011): Pupils' attitude towards mathematics: a comparative study of Norwegian and English secondary students. In: B. Bösken, [[Günter Törner|G. Törner]] & B. Pepin (eds) Beliefs and Beyond: Affecting the Teaching and Learning of Mathematics, [[ZDM|ZDM - The International Journal of Mathematics Education]], 43(4):535-546.   
* Pepin, B. & Haggarty, L. (2011): Teachers' use of mathematics curriculum materials with respect to differentiation in different contexts: mathematics classrooms in England and Norway. (pp. 393- 404). In: T.L. Hoel, T.M. Guldal, C.F. Dons, S. Sagberg, T. Solhaug & K. Wæge (eds) FOU i Praxis 2010, Trondheim, Norway: Tapir Akademisk Forlag.     
* Pepin, B. & Haggarty, L. (2011): Teachers' use of mathematics curriculum materials with respect to differentiation in different contexts: mathematics classrooms in England and Norway. (pp. 393- 404). In: T.L. Hoel, T.M. Guldal, C.F. Dons, S. Sagberg, T. Solhaug & K. Wæge (eds) FOU i Praxis 2010, Trondheim, Norway: Tapir Akademisk Forlag.     
* Pepin, B. (2011): A comparative study of Norwegian and English secondary students’ attitude towards mathematics, Proceedings of the [[Seventh Congress of the European Society for Research in Mathematics Education|7th Conference of the European Society on Research in mathematics Education (CERME7)]], February 2011.  
* Pepin, B. (2011): A comparative study of Norwegian and English secondary students’ attitude towards mathematics, Proceedings of the [[Seventh Congress of the European Society for Research in Mathematics Education|7th Conference of the European Society on Research in mathematics Education (CERME7)]], February 2011.  
Zeile 13: Zeile 13:
* Pepin, B. (2009): The role of textbooks in the ‘figured world’ of English, French and German classrooms- a comparative perspective. (p.107-118). In: L. Black, H. Mendick, Y. Solomon (Eds.) Mathematical Relationships: identities and participation.  London: Routledge.   
* Pepin, B. (2009): The role of textbooks in the ‘figured world’ of English, French and German classrooms- a comparative perspective. (p.107-118). In: L. Black, H. Mendick, Y. Solomon (Eds.) 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. (p. 179-196). In: [[Jürgen Maaß|J. Maaß]] & [[Wolfgang Schlöglmann|W. Schlöglmann]] (eds) Beliefs and Attitude in Mathematics Education- New Research Results,  Rotterdam, NL: Sense Publishers.  
* Pepin, B. (2009): Negativity’ and learner identity: classroom tasks, the ‘minus sign’ and classroom environments in English, French and German classrooms. (p. 179-196). In: [[Jürgen Maaß|J. Maaß]] & [[Wolfgang Schlöglmann|W. Schlöglmann]] (eds) Beliefs and Attitude in Mathematics Education- New Research Results,  Rotterdam, NL: Sense Publishers.  
* Pepin, B. (2009): Teacher knowledge in different systems: the cases of selected English, French and German mathematics teachers. In:  T. Janik & P. Kansanen (eds) Studies on teaching and Learning in different school subject, Special (monothematic) Issue of Orbis Scholae, 2: 27-46.     
* Pepin, B. (2009): Teacher knowledge in different systems: the cases of selected English, French and German mathematics teachers. In:  [[Thomas Janik|T. Janik]] & P. Kansanen (eds) Studies on teaching and Learning in different school subject, Special (monothematic) Issue of Orbis Scholae, 2: 27-46.     
* Pepin, B. (2009): Teacher knowledge and educational environments: the case of ‘listening’ in English, French and German classrooms. In: Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (eds) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1,Thessaloniki, Greece.
* Pepin, B. (2009): Teacher knowledge and educational environments: the case of ‘listening’ in English, French and German classrooms. In: Tzekaki, M., Kaldrimidou, M. & Sakonidis, C. (eds) Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education, Vol. 1,Thessaloniki, Greece.
* Pepin, B. (2008): Comparing mathematics textbooks and their use by teachers internationally- what kind of picture do textbooks in England, France and Germany present to pupils in terms of school mathematics. translated in Greek, Proceedings to the 7th Conference of the Greek Mathematics Education Research group “The role of books in mathematics teaching”, Thessaloniki, Greece, March 2008.   
* Pepin, B. (2008): Comparing mathematics textbooks and their use by teachers internationally- what kind of picture do textbooks in England, France and Germany present to pupils in terms of school mathematics. translated in Greek, Proceedings to the 7th Conference of the Greek Mathematics Education Research group “The role of books in mathematics teaching”, Thessaloniki, Greece, March 2008.   
Abgerufen von „http://dev.madipedia.de/wiki/Spezial:Mobiler_Unterschied/27531...28178“