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* 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, | * 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. | ||