2025

• 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
  Vitenskapelig artikkel
• Cabot, Michel Alexandre; Høisæter, Sissel Margrethe; Vangsnes, Vigdis; Brodal, Jon; Arnesen, Kristin Krogh; Enge, Ole. (2025) Rehearsing for teaching: Theoretical and empirical approaches to a practice-based teacher education. Fagbokforlaget Fagbokforlaget
  Vitenskapelig antologi/Konferanseserie
• Arnesen, Kristin Krogh; Rø, Kirsti; Valenta, Anita; Ødegaard, Reidun Persdatter. (2025) Pre-service teachers’ role-plays of discussions promoting students’ mathematical reasoning.
  Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
• Arnesen, Kristin Krogh; Skartsæterhagen, Øystein Ingmar. (2025) Mathematical induction in education research: a systematic review. Educational Studies in Mathematics
  Vitenskapelig artikkel
• Arnesen, Kristin Krogh. (2025) Pre-service teachers’ proving praxeologies.
  Vitenskapelig Kapittel/Artikkel/Konferanseartikkel

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.
  Vitenskapelig Kapittel/Artikkel/Konferanseartikkel
• 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
  Vitenskapelig artikkel

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
  Vitenskapelig artikkel

2022

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

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
  Vitenskapelig artikkel

2019

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

2017

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

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
  Vitenskapelig artikkel

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
  Vitenskapelig artikkel