Birgit Pepin has taught mathematics in secondary schools in England before starting her PhD in mathematics education, which linked to her background: being born in Germany, and having lived in France and England, she investigated mathematics teachers’ work in the three countries, 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).
Her teaching and research focus on mathematics curriculum materials (including digital resources), teacher pedagogy and student learning in innovative environments, especially in higher mathematics education and upper secondary schooling. She has published widely in the field of (e-) curriculum resources, and teacher and student appropriation of such resources for mathematics teaching and learning. Her research and development projects have been carried out with support from agencies including the UK Economic and Social Research Council (ESRC), the European Union (5 EU projects), and selected national funding agencies (e.g. 4TU CEE).
Birgit has been Editor-in-Chief of the international research journal, International Journal for Research and Method in Education, and has edited several special issues of international mathematics education journals (e.g. ZDM Mathematics Education; Journal for Mathematics Teacher Education; Internatioinal Journal for Undergraduate Mathematics Education). At present she chief-edits the International Handbook of digital (curriculum) resources in mathematics education.
She has been on numerous international boards (e.g. DZLM- Deutsches Zentrum fuer Lehrerbildung Mathematik; British Society for Research into Learning Mathematics), and she is member of several scientific and professional associations.
Immersive virtual reality in betekenisvol scheikunde onderwijsNVOX : Tijdschrift voor Natuurwetenschap op School (2022)
Towards a better understanding of conceptual difficulties in introductory quantum physics coursesStudies in Science Education (2022)
Connectivity related issues in a modularised course involving mathematics(2022)
Connectivity in support of student co-design of innovative mathematics curriculum trajectoriesZDM - Mathematics Education (2021)
Designing meta-resources for mathematics teachers in the context of curriculum reformsZDM - Mathematics Education (2021)
- Professor II (adjunct professor - 0.2fte)), Norwegian University of Science and Technology - NTNU, Trondheim, Norway