The Norweigan University of Science and Technology

Professor Birgit Pepin

Throughout my university career I have been exploring mathematics classrooms at lower secondary level, in particular with respect to teacher pedagogy and curriculum materials, and internationally. Comparing classroom in England, France, Germany and Norway has helped me to identify particular 'underpinnings', cultural and educational traditions, that influence, and sometimes shape, pedagogic practice. Moreover, I have been researching curricular resources, including textbooks, designed and used by teachers.

These studies have shown the potential of (the study of) resources for teacher professional development, and their development of mathematical knowledge in and for teaching with the use/study of resources. In terms of higher education mathematics, I have also extended my research to include the investigation of student identity, the constitution of the self as a student and as a learner of mathematics, in particular when transiting from upper secondary school/college to university mathematics. For this I have mostly used socio cultural perspectives and considered transition from the perspective of social practice and activity theory.

Relating to this, it is clear that the affective side of mathematical learning (and teacher learning of mathematics) is a complex issue, which has been deepened in my comparative studies of pupil/student affect.