1. Studying mathematics teachers interactions with curriculum materials through different lenses: Towards a deeper understanding of the processes at stake. (2019) Authors: Trouche, Luc; Gitirana, Verônica; Miyakawa, Takeshi; Pepin, Birgit; Wang, Chongyang Journal: International journal of educational research Issue: Volume 93(2019) Page Start: 53 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
2. Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. (2016) Authors: Pampaka, Maria; Pepin, Birgit; Sikko, Svein Arne Journal: International journal of educational research Issue: Volume 79(2016) Page Start: 240 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
3. From beliefs to dynamic affect systems in mathematics education : exploring a mosaic of relationships and interactions /: exploring a mosaic of relationships and interactions. ([2014]) Editors: Pepin, Birgit; Roesken, Bettina Record Type: Book Extent: 1 online resource (xix, 407 pages), illustrations View Content: Available online (eLD content is only available in our Reading Rooms) ↗
4. Changing students' beliefs about the relevance of mathematics in an advanced secondary mathematics class. Issue 1 (2nd January 2020) Authors: Gijsbers, Dié; de Putter-Smits, Lesley; Pepin, Birgit Journal: International journal of mathematical education in science and technology Issue: Volume 51:Issue 1(2020) Page Start: 87 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
5. Using the Construct of the Didactic Contract to Understand Student Transition into University Mathematics Education. (June 2014) Authors: Pepin, Birgit Journal: Policy futures in education Issue: Volume 12:Number 5(2014) Page Start: 646 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
6. Representing contextual mathematical problems in descriptive or depictive form: Design of an instrument and validation of its uses. (September 2016) Authors: Hoogland, Kees; Pepin, Birgit; Bakker, Arthur; de Koning, Jaap; Gravemeijer, Koeno Journal: Studies in educational evaluation Issue: Volume 50(2016) Page Start: 22 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
7. Representing contextual mathematical problems in descriptive or depictive form: Design of an instrument and validation of its uses. (September 2016) Authors: Hoogland, Kees; Pepin, Birgit; Bakker, Arthur; de Koning, Jaap; Gravemeijer, Koeno Journal: Studies in educational evaluation Issue: Volume 50(2016) Page Start: 22 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
8. The 'resource' approach to mathematics education. ([2019]) Other Names: Trouche, Luc; Gueudet, Ghislaine; Pepin, Birgit Record Type: Book Extent: 1 online resource View Content: Available online (eLD content is only available in our Reading Rooms) ↗
9. Supporting or alienating students during their transition to Higher Education: Mathematically relevant trajectories in the contexts of England and Norway. (2016) Authors: Pampaka, Maria; Pepin, Birgit; Sikko, Svein Arne Journal: International journal of educational research Issue: Volume 79(2016) Page Start: 240 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
10. Word problems versus image-rich problems: an analysis of effects of task characteristics on students' performance on contextual mathematics problems. Issue 1 (2nd January 2018) Authors: Hoogland, Kees; Pepin, Birgit; de Koning, Jaap; Bakker, Arthur; Gravemeijer, Koeno Journal: Research in mathematics education Issue: Volume 20:Issue 1(2018) Page Start: 37 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗