Ninni Marie Hogstad

• Hogstad, Ninni Marie & Viirman, Olov (2025). Beyond the dichotomy: Deeds and explorations as a mutually enhancing dyad in undergraduate mathematics education. LUMAT: International Journal on Math, Science and Technology Education. 13(1), p. 01–28. doi: 10.31129/lumat.13.1.2957. Full text in Research Archive Show summary

  Students’ development of routines is essential to learning, particularly in STEM studies where there is a goal of preparing students for directly applying mathematics for practical ends. We hypothesize that this impacts on how they engage with routines. We report from an empirical study which explores different types of routines that undergraduate students engage in when using an animation tool to model motion in a real-world context. Drawing on commognitive theory, we conducted a fine-grained qualitative analysis of the discursive activity of one group of three engineering students. Rather than aiming for a broad generalization, the study uses this dataset to examine the mechanisms through which students shift between deed-oriented and explorative routines. The analysis shows that these routines do not function as separate forms of engagement, rather they developed as a mutually reinforcing dyad – a dyadic relationship. We argue that recognizing this relationship provides a refined lens for understanding how environments may support possibilities not only for practical learning, but also for discursive learning.

• Brandt, Lisa Annika; Hogstad, Ninni Marie & Moseid, Elin Arnesen (2025). Trolsk atmosfære og enhjørningbæsj– Morgendagens barnehagelærere designer spill for dagens barn. BUKS - Tidskrift for børne- & ungdomskultur. ISSN 0907-6581. 41(71), p. 13–33. doi: 10.7146/buks.v41i71.162626. Full text in Research Archive Show summary

  I artikkelen analyseres et digital-analogt spill skapt av fire barnehagelærerstudenter. Spillet forstås som et multimodalt medium, der digitale og analoge modaliteter sammen med spilldeltakerne skaper en helhetlig opplevelse. Analysen forholder seg primært til spillets bruk av ulike former for barnekultur og hvordan spilldesign ivaretar og tar hensyn til et barneperspektiv og barns utøvelse av agens. Analysen informeres av et fokusgruppeintervju med spilldesignerne, som også har testet spillet med to barnegrupper. Hensikten med artikkelen er å belyse, hvordan barnehagelærere kan skape en balanse mellom digitale og tradisjonelle barnehagefaglige arbeidsmåter, der barnehagens kjerneverdier, så som barns agens og kreativitet, ivaretas.

• Hogstad, Ninni Marie (2024). Engineering students’ deed-oriented learning opportunities in a mathematical discourse about integrals. International Network for Didactic Research in University Mathematics : INDRUM. p. 82–91. Full text in Research Archive
• Fredriksen, Helge Ingvart; Goodchild, Simon; Hogstad, Ninni Marie; Kanwal, Shaista; Landgärds, Ida Maria & Liakos, Yannis [Show all 8 contributors for this article] (2022). Early Developments in Doctoral Research in Norwegian Undergraduate Mathematics Education. In Biehler, Rolf; Liebendörfer, Michael; Gueudet, Ghislaine; Rasmussen, Chris & Winsløw, Carl (Ed.), Practice-Oriented Research in Tertiary Mathematics Education. Springer Nature. ISSN 9783031141744. p. 715–736. doi: 10.1007/978-3-031-14175-1_34. Full text in Research Archive
• Rensaa, Ragnhild Johanne; Hogstad, Ninni Marie & Monaghan, John David (2020). Perspectives and reflections on teaching linear algebra. Teaching Mathematics and its Applications. ISSN 0268-3679. 39(4), p. 296–309. doi: 10.1093/teamat/hraa002. Full text in Research Archive Show summary

  This paper presents ‘expert opinions’ on what should be taught in a first-year linear algebra course at university; the aim is to gain a generic picture and general guiding principles for such a course. Drawing on a Delphi method, 14 university professors—called ‘experts’ in this study—addressed the following questions: What should be on a first-year linear algebra undergraduate course for engineering and/or mathematics students? How could such courses be taught? What tools (if any) are essential to these two groups of students? The results of the investigation, these experts’ opinions, mainly concern what should be in a linear algebra course (e.g. problem-solving and applications) and what students should be able to do. The experts also emphasized that certain theoretical aspects (e.g. proofs, abstract structures, definitions and relationships) were more important to mathematics students. There was no real consensus among the experts on teaching methods or the use of digital tools, but this lack of consensus is interesting in itself. The results are discussed in relation to extant research.

• Rensaa, Ragnhild Johanne; Hogstad, Ninni Marie & Monaghan, John David (2019). Themes within lecturers' views on the teaching of linear algebra. International Journal of Mathematical Education in Science and Technology. ISSN 0020-739X. 52(1), p. 107–123. doi: 10.1080/0020739X.2019.1668976. Full text in Research Archive Show summary

  This paper reports on themes that arose in an investigation of university lecturers’ views on the teaching of linear algebra. This focus on themes was the initial part of a study concentrating on four areas: What is important to teach in a first course in linear algebra? Are there teaching methods which are particularly suited for such a course? Are there tools that should/should not be used; and do the answers to these questions vary according to the degree (Engineering or Mathematics) the students follow? Questionnaire data was coded using thematic analysis which generated 11 themes related to the four questions above. The Results section presents the themes. The Discussion section considers the themes as a whole; splits – dualities – in teaching linear algebra; students’ challenges with abstraction; aspects of doing mathematics; and pedagogical issues.

• Hogstad, Ninni Marie & Viirman, Olov Lui (2017). An exploration of students’ discourse using Sim2Bil within group work: A commognitive perspective. Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education (RUME). p. 1243–1248. Full text in Research Archive
• Hogstad, Ninni Marie & Isabwe, Ghislain Maurice Norbert (2017). Using the theory of instrumental genesis to study students’ work with a digital tool for applying integrals in a kinematic simulation. In Dooley, Thérèse & Gueudet, Ghislaine (Ed.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME 10). European Society for Research in Mathematics Education. ISSN 9781873769737. p. 2089–2096. Full text in Research Archive
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2016). Engineering students' use of visualization to communicate about representations and applications in a technological environment. International Network for Didactic Research in University Mathematics : INDRUM. p. 211–220. Full text in Research Archive

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• Hogstad, Ninni Marie & Viirman, Olov Lui (2017). An Exploration of students' discourse using Sim2Bil within Group work: A commognitive perspective. Full text in Research Archive
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2017). A digital tool for applying integrals in a kinematic simulation: A perspective on instrumental genesis, epistemic value and semiotic potential. Full text in Research Archive
• Hogstad, Ninni Marie (2016). Engineering students' communication and visualization during modelling using a simulation tool. Full text in Research Archive
• Hogstad, Ninni Marie & Hogstad, Per Henrik (2016). Simulation and Visualization in Mathematics. Full text in Research Archive
• Hogstad, Ninni Marie & Hogstad, Per Henrik (2016). Simulation and Visualization in Mathematics. Full text in Research Archive
• Hogstad, Ninni Marie & Isabwe, Ghislain Maurice Norbert (2016). On the potential of visualization and simulation tools in open and distance e-learning of mathematics at university level. Full text in Research Archive
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2016). Engineering students' use of visualizations to communicate about representations and applications in a technological environment. Full text in Research Archive
• Hogstad, Ninni Marie (2015). Using digital tools for collaborative visualization of integrals by engineer-ing students. Full text in Research Archive
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2015). Using digital tools for collaborative visualisation of integrals by engineering students. Full text in Research Archive
• Hogstad, Ninni Marie (2015). Visualizations in Mathematics Education by Engineering Students. Full text in Research Archive
• Hogstad, Ninni Marie (2015). Bruk av Visualiseringer i Matematikk for Ingeniørstudenter. Full text in Research Archive
• Hogstad, Ninni Marie (2015). SimReal+: A Simulation and Visualization tool in Engineering. Full text in Research Archive
• Hogstad, Ninni Marie (2015). Using digital tools for collaborative visualization of integrals by engineering students. Full text in Research Archive
• Durand-Guerrier, Viviane; Hochmuth, Reinhard; Goodchild, Simon & Hogstad, Ninni Marie (2018). Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics. INDRUM. Full text in Research Archive

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