2.341
Bearbeitungen
Birgit Pepin/Publikationen: Unterschied zwischen den Versionen
Birgit Pepin/Publikationen (Quelltext anzeigen)
Version vom 9. April 2017, 21:05 Uhr
, 9. April 2017keine Bearbeitungszusammenfassung
| [gesichtete Version] | [gesichtete Version] |
K (Verlinkung Schlöglmann und Maaß) |
KKeine Bearbeitungszusammenfassung |
||
| Zeile 8: | Zeile 8: | ||
* 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, 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. & 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 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. | ||
* Pepin, B. (2010): How educational systems and cultures mediate teacher knowledge: teacher ‘listening’ in English, French and German classrooms. (p. 119-138). In: Ruthven, K. and Rowlands, T. (eds) Mathematical knowledge in teaching, Dordrecht: Springer. | * Pepin, B. (2010): How educational systems and cultures mediate teacher knowledge: teacher ‘listening’ in English, French and German classrooms. (p. 119-138). In: Ruthven, K. and Rowlands, T. (eds) Mathematical knowledge in teaching, Dordrecht: Springer. | ||
* Wake, G. & Pepin, B. (2010): Conceptualising the mediation of mathematics in classrooms as textured. In: M. Joubert & P. Andrews (eds.) Proceedings of the British Congress for Mathematics Education (BCME) 2010, 30 (1), ISSN 1463-6840. | * Wake, G. & Pepin, B. (2010): Conceptualising the mediation of mathematics in classrooms as textured. In: M. Joubert & P. Andrews (eds.) Proceedings of the British Congress for Mathematics Education (BCME) 2010, 30 (1), ISSN 1463-6840. | ||