Ninni Marie Hogstad

• 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 978-3-031-14174-4. p. 715–736. doi: https:/doi.org/10.1007/978-3-031-14175-1_34.
• 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). ISSN 2474-9346. p. 1243–1248.
• 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 978-1-873769-73-7. p. 2089–2096.
• 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. ISSN 2496-1027. p. 211–220.

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• Hogstad, Ninni Marie & Viirman, Olov Lui (2017). An Exploration of students' discourse using Sim2Bil within Group work: A commognitive perspective.
• 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.
• Hogstad, Ninni Marie & Hogstad, Per Henrik (2016). Simulation and Visualization in Mathematics.
• Hogstad, Ninni Marie & Hogstad, Per Henrik (2016). Simulation and Visualization in Mathematics.
• Hogstad, Ninni Marie (2016). Engineering students' communication and visualization during modelling using a simulation tool.
• 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.
• 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.
• Hogstad, Ninni Marie (2015). Using digital tools for collaborative visualization of integrals by engineer-ing students.
• Hogstad, Ninni Marie (2015). Using digital tools for collaborative visualization of integrals by engineering students.
• Hogstad, Ninni Marie (2015). Visualizations in Mathematics Education by Engineering Students.
• Hogstad, Ninni Marie (2015). SimReal+: A Simulation and Visualization tool in Engineering.
• Hogstad, Ninni Marie (2015). Bruk av Visualiseringer i Matematikk for Ingeniørstudenter.
• Hogstad, Ninni Marie; Isabwe, Ghislain Maurice Norbert & Vos, Pauline (2015). Using digital tools for collaborative visualisation of integrals by engineering students.
• 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. ISSN 2496-1027.

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