Kristin Krogh Arnesen

About

Background

I hold a master's degree in mathematics, teacher education (PPU) with mathematics and informatics and a PhD in algebra from NTNU. My PhD thesis was called Derived categories of gentle and skewed-gentle algebras: A combinatorial approach (2015). I have been in teacher education since 2015 and my current research is exclusively within the field of mathematics eduation. My favourite research topics are mathematics teacher education, and reasoning & proving (preferably in combination).

Research

I lead the research group Teaching Practices in Mathematics Teacher Education and the research project MaTEN: Enhancing Mathematics Teacher Education In Norway (2026-29). The latter has financial support from the Research Council of Norway. We investigate how mathematics teacher education can be improved, both at campus and in collaboration with schools.

I am particularly interested in practice-based teacher education, focusing on activities (approximations to practice) in teacher education and on core practices.

I was previously involved in the research project Reasoning and Proving in Primary Education (ProPrimEd), which had financial support from RCN 2020-24. In general, I am interested in work on reasoning and proving throughout the education system; from primary level to higher education - with a particular focus on teacher education.

Undervisningspraksiser i matematikklærerutdanining

Resonnering og bevis på barnetrinnet (ProPrimEd)

Samarbeid mellom forskere ved ILU og lærere i Trondheim kommune. Delvis finansiert av Norges Forskningsråd.

MaTEN: Norsk matematikklærerutdanning i endring – status og veien videre

Hvordan gjøre lærerutdanningen i matematikk mer relevant og sammenhengende, spesielt ved å minske gapet mellom det studentene lærer på campus og det de opplever i praksis.

Publications

2026

Arnesen, Kristin Krogh; Hansen, Ellen Kristine Solbrekke. (2026) Opportunities to learn in collaborative problem solving in mathematics: a case study of shared reasoning and agency. Research in Mathematics Education
Academic article
Ødegaard, Reidun Persdatter; Arnesen, Kristin Krogh. (2026) The interplay between student teachers’ content knowledge and teaching practices: Insights from the ERME community.
Academic chapter
Arnesen, Kristin Krogh; Valenta, Anita. (2026) Towards a framework for building on students’ work in whole-class discussions.
Academic chapter

2025

Hansen, Ellen Kristine Solbrekke; Arnesen, Kristin Krogh. (2025) Teacher-student interaction in collaborative problemsolving: In-the-moment perspective on teacher noticing.
Academic chapter
Arnesen, Kristin Krogh; Valenta, Anita; Radmehr, Farzad. (2025) Mathematical learning opportunities in YouTube resources: an investigation of content creators’ positioning and discourse. Educational Studies in Mathematics
Academic article
Arnesen, Kristin Krogh; Rø, Kirsti; Valenta, Anita; Ødegaard, Reidun Persdatter. (2025) Pre-service teachers’ role-plays of discussions promoting students’ mathematical reasoning.
Academic chapter
Arnesen, Kristin Krogh; Skartsæterhagen, Øystein Ingmar. (2025) Mathematical induction in education research: a systematic review. Educational Studies in Mathematics
Academic literature review
Arnesen, Kristin Krogh. (2025) Pre-service teachers’ proving praxeologies.
Academic chapter

2024

Radmehr, Farzad; Arnesen, Kristin Krogh; Valenta, Anita. (2024) Youtube Content Creators’ Discourse: A Multiple Case Study on the Cross Product using Commognition and Positioning Theory.
Academic chapter
Ødegaard, Reidun Persdatter; Arnesen, Kristin Krogh; Langfeldt, Marit Buset. (2024) Tools to support learning to plan discussions that promote students’ mathematical reasoning. Journal of Mathematics Teacher Education
Academic article

2023

Arnesen, Kristin Krogh; Valenta, Anita. (2023) Lesson plays as an approach to learning to teach proving. International Journal of Mathematical Education in Science and Technology
Academic article

2022

Arnesen, Kristin Krogh. (2022) Generiske eksempler som argumentasjon. Tangenten - Tidsskrift for matematikkundervisning
Popular science article
Arnesen, Kristin Krogh; Dahl, Heidi. (2022) "Why have you written six times five?" Teachers' use of why in Norwegian mathematics classrooms.
Academic chapter
Arnesen, Kristin Krogh; Rø, Kirsti. (2022) The complexity of supporting reasoning in a mathematics classroom of shared authority. Mathematical Thinking and Learning
Academic article

2020

Rø, Kirsti; Arnesen, Kristin Krogh. (2020) The opaque nature of generic examples: The structure of student teachers’ arguments in multiplicative reasoning. Journal of Mathematical Behavior
Academic article

2019

Arnesen, Kristin Krogh; Enge, Ole; Rø, Kirsti; Valenta, Anita. (2019) Initial participation in a reasoning-and-proving discourse in elementary school teacher education.
Academic chapter
Arnesen, Kristin Krogh; Grimeland, Yvonne. (2019) Teachers' learning goals for a mathematics lesson.
Academic chapter

2017

Arnesen, Kristin Krogh; Enge, Ole; Grimeland, Yvonne; Hansen, Torkel Haugan. (2017) How do prospective teachers imagine mathematical discussions on fraction comparison?.
Academic chapter
Arnesen, Kristin Krogh; Laking, Rosanna; Pauksztello, David; Prest, Mike. (2017) The Ziegler spectrum for derived-discrete algebras. Advances in Mathematics
Academic article

2016

Arnesen, Kristin Krogh; Laking, Rosanna; Pauksztello, David. (2016) Morphisms between indecomposable complexes in the bounded derived category of a gentle algebra. Journal of Algebra
Academic article

2015

Arnesen, Kristin Krogh; Grimeland, Yvonne. (2015) The Auslander-Reiten components of K^b(proj A) for a cluster-tilted algebra of type Ã. Journal of Algebra and its Applications
Academic article

Journal publications

Arnesen, Kristin Krogh; Hansen, Ellen Kristine Solbrekke. (2026) Opportunities to learn in collaborative problem solving in mathematics: a case study of shared reasoning and agency. Research in Mathematics Education
Academic article
Arnesen, Kristin Krogh; Valenta, Anita; Radmehr, Farzad. (2025) Mathematical learning opportunities in YouTube resources: an investigation of content creators’ positioning and discourse. Educational Studies in Mathematics
Academic article
Arnesen, Kristin Krogh. (2022) Generiske eksempler som argumentasjon. Tangenten - Tidsskrift for matematikkundervisning
Popular science article
Rø, Kirsti; Arnesen, Kristin Krogh. (2020) The opaque nature of generic examples: The structure of student teachers’ arguments in multiplicative reasoning. Journal of Mathematical Behavior
Academic article
Arnesen, Kristin Krogh; Grimeland, Yvonne. (2015) The Auslander-Reiten components of K^b(proj A) for a cluster-tilted algebra of type Ã. Journal of Algebra and its Applications
Academic article
Arnesen, Kristin Krogh; Laking, Rosanna; Pauksztello, David. (2016) Morphisms between indecomposable complexes in the bounded derived category of a gentle algebra. Journal of Algebra
Academic article
Arnesen, Kristin Krogh; Skartsæterhagen, Øystein Ingmar. (2025) Mathematical induction in education research: a systematic review. Educational Studies in Mathematics
Academic literature review
Arnesen, Kristin Krogh; Rø, Kirsti. (2022) The complexity of supporting reasoning in a mathematics classroom of shared authority. Mathematical Thinking and Learning
Academic article
Arnesen, Kristin Krogh; Valenta, Anita. (2023) Lesson plays as an approach to learning to teach proving. International Journal of Mathematical Education in Science and Technology
Academic article
Ødegaard, Reidun Persdatter; Arnesen, Kristin Krogh; Langfeldt, Marit Buset. (2024) Tools to support learning to plan discussions that promote students’ mathematical reasoning. Journal of Mathematics Teacher Education
Academic article
Arnesen, Kristin Krogh; Laking, Rosanna; Pauksztello, David; Prest, Mike. (2017) The Ziegler spectrum for derived-discrete algebras. Advances in Mathematics
Academic article

Part of book/report

Ødegaard, Reidun Persdatter; Arnesen, Kristin Krogh. (2026) The interplay between student teachers’ content knowledge and teaching practices: Insights from the ERME community.
Academic chapter
Arnesen, Kristin Krogh; Valenta, Anita. (2026) Towards a framework for building on students’ work in whole-class discussions.
Academic chapter
Hansen, Ellen Kristine Solbrekke; Arnesen, Kristin Krogh. (2025) Teacher-student interaction in collaborative problemsolving: In-the-moment perspective on teacher noticing.
Academic chapter
Arnesen, Kristin Krogh; Enge, Ole; Rø, Kirsti; Valenta, Anita. (2019) Initial participation in a reasoning-and-proving discourse in elementary school teacher education.
Academic chapter
Arnesen, Kristin Krogh; Grimeland, Yvonne. (2019) Teachers' learning goals for a mathematics lesson.
Academic chapter
Arnesen, Kristin Krogh; Rø, Kirsti; Valenta, Anita; Ødegaard, Reidun Persdatter. (2025) Pre-service teachers’ role-plays of discussions promoting students’ mathematical reasoning.
Academic chapter
Radmehr, Farzad; Arnesen, Kristin Krogh; Valenta, Anita. (2024) Youtube Content Creators’ Discourse: A Multiple Case Study on the Cross Product using Commognition and Positioning Theory.
Academic chapter
Arnesen, Kristin Krogh; Dahl, Heidi. (2022) "Why have you written six times five?" Teachers' use of why in Norwegian mathematics classrooms.
Academic chapter
Arnesen, Kristin Krogh; Enge, Ole; Grimeland, Yvonne; Hansen, Torkel Haugan. (2017) How do prospective teachers imagine mathematical discussions on fraction comparison?.
Academic chapter
Arnesen, Kristin Krogh. (2025) Pre-service teachers’ proving praxeologies.
Academic chapter

Outreach

ARiL: Argumentasjon gjennom Rollespill i Lærerutdanninga

ARiL er en ressurspakke utviklet for matematikkundervisning i grunnskolelærerutdanning. Ressursene er ment å brukes av lærerutdannere i undervisning om matematisk resonnering, argumentasjon og bevis på mellomtrinnet.

2026

Conference lecture

Arnesen, Kristin Krogh; Dahl, Heidi. (2026) MaTEN: Norsk matematikklærerutdanning i endring - Status og veien videre. KLæM 2026
Conference lecture

Arnesen, Kristin Krogh; Ebbelind, Andreas. (2026) Exploring collaboration between university- and school-based mathematics teacher educators: Insights from the MaTEN Project. 32nd International Mathematical Views Conference (MAVI 32)
Lecture

Arnesen, Kristin Krogh. (2026) Big research projects: Insights from the ongoing MaTEN project (2026–29). MaScE Networking Seminar
Conference lecture

Arnesen, Kristin Krogh. (2026) Informal induction or something else? Discussing recursive arguments in the lower grades. The 6th Norwegian Network Symposium on Reasoning and Proving
Conference lecture

Arnesen, Kristin Krogh. (2026) Proving as an ‘authentic mathematical activity’ – and the teachers responsible for scaffolding it. The 6th Norwegian Network Symposium on Reasoning and Proving
Lecture

Arnesen, Kristin Krogh. (2026) Matematikk i skolen før og nå: Hjelp til foreldre. Foreldremøte på Eberg skole

2024

Conference lecture

Arnesen, Kristin Krogh; Hansen, Ellen Kristine Solbrekke. (2024) Collaborative problem solving: A case study. 5th Norwegian Network Symposium on Reasoning and Proving
Conference lecture

Arnesen, Kristin Krogh. (2024) Pre-service teachers’ proving praxeologies. The Tenth Nordic Conference on Mathematics Education (NORMA24)

2023

Lecture

Arnesen, Kristin Krogh; Valenta, Anita; Ødegaard, Reidun Persdatter. (2023) Arbeid med undervisningspraksiser knyttet til resonnering og argumentasjon i grunnskolelærerutdanning. Konferanse for lærerutdannere i matematikk, Klæm23

2022

Conference lecture

Arnesen, Kristin Krogh; Dahl, Heidi. (2022) “Why have you written six times five?” Teachers’ use of why in Norwegian mathematics classrooms. CERME12
Conference poster

Arnesen, Kristin Krogh; Dahl, Heidi. (2022) Hvorfor har du skrevet seks ganger fem? En kvalitativ studie av læreres bruk av hvorfor i matematikk. Lærekraft 100. Arrangement i forbindelse med 100 år med lærerutdanning i Trondheim

2021

Conference lecture

Arnesen, Kristin Krogh; Rø, Kirsti. (2021) Hva gjør generiske eksempler vanskelige? Lærerstudenters skriftlige argumenter for en påstand i multiplikasjon. KLæM21 - Konferanse for lærerutdannere i matematikk

2018

Conference lecture

Arnesen, Kristin Krogh; Rø, Kirsti. (2018) Initial participation in a reasoning and proving discourse in elementary teacher education. LaUDiM-konferansen: Eleven i fokus – matematikk på barnetrinnet

Språkvelger

Kristin Krogh Arnesen