Birgit Pepin has taught mathematics in 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), and teacher pedagogy and professional learning, especially in mathematics and science education in secondary schooling and in higher education STEM. 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 (3 EU projects), and selected national foundations (e.g. 4TU AMI). Birgit is former 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). 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 (e.g. KIVI- The Royal Institute of Engineers).
Innovations of Birgit Pepin
Challenge Based Education in/for Mathematics and Physics education
TU/e students can perform their bachelor end projects (BEP) using a multidisciplinary challenge-based approach at TU/e Innovation Space . This research is directed at formulating design criteria for these BEPs to increase the participation of Mathematics and Physics students.
Deepening multidisciplinarity within Signals & Control
The aim of this project is to investigate whether the multidisciplinary aspect of a course can improve what students learn.
In this project we aim to investigate how to enhance connections between the mathematics and engineering knowledge; how to make/design connections between modules; and how to support students to benefit from these connections and develop suitable individual learning paths. The project will be conducted in collaboration between the Applied Physics Department, the Department of Mathematics and Comp…
Student learning experiences in challenge-based education: The cases of applied mathematics and physics
We investigate the intended, enacted, and experienced curricula of three Challenge-Based courses involving mathematics and physics students, at the start and end of bachelor engineering programs and the start of a master program. The aim is to find out the support students need.