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Publications (10 of 53) Show all publications
Burtseva, E., Sundhäll, M., Tossavainen, T. & Wall, P. (2024). Engineering Students’ Varying Motivation and Self-concept in Mathematics. International Journal of Engineering Education, 40(1), 97-107
Open this publication in new window or tab >>Engineering Students’ Varying Motivation and Self-concept in Mathematics
2024 (English)In: International Journal of Engineering Education, ISSN 0949-149X, Vol. 40, no 1, p. 97-107Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Tempus Publications, 2024
National Category
Learning Didactics
Research subject
Applied Mathematics; Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-104323 (URN)2-s2.0-85184384737 (Scopus ID)
Note

Validerad;2024;Nivå 2;2024-04-09 (hanlid)

Available from: 2024-03-04 Created: 2024-03-04 Last updated: 2024-04-09Bibliographically approved
Tossavainen, T. & Burtseva, E. (2024). Factors that influence engineering students' motivation to study mathematics. In: Vanda Santos; Isabel Cabrita; Luís Descalço; Margarida M. Pinheiro; Nuno Bastos; Paula Carvalho; Paula Oliveira; Teresa B. Neto (Ed.), 1st International Conference on Math Education and Technology 2023 (ICMET 2023): book of abstracts: . Paper presented at 1st International Conference on Math Education and Technology (ICMET 2023), University of Aveiro, Portugal, October 2-4, 2023 (pp. 49-50). Aveiro, Portugal: Universidade de Aveiro Editora
Open this publication in new window or tab >>Factors that influence engineering students' motivation to study mathematics
2024 (English)In: 1st International Conference on Math Education and Technology 2023 (ICMET 2023): book of abstracts / [ed] Vanda Santos; Isabel Cabrita; Luís Descalço; Margarida M. Pinheiro; Nuno Bastos; Paula Carvalho; Paula Oliveira; Teresa B. Neto, Aveiro, Portugal: Universidade de Aveiro Editora , 2024, p. 49-50Conference paper, Oral presentation with published abstract (Refereed)
Place, publisher, year, edition, pages
Aveiro, Portugal: Universidade de Aveiro Editora, 2024
Keywords
engineering student, motivation, online education, feedback
National Category
Didactics Other Mathematics
Research subject
Mathematics and Science Education; Applied Mathematics
Identifiers
urn:nbn:se:ltu:diva-104691 (URN)
Conference
1st International Conference on Math Education and Technology (ICMET 2023), University of Aveiro, Portugal, October 2-4, 2023
Note

ISBN for host publication: 978-972-789-908-1;

Full text license: CC BY 4.0

Available from: 2024-03-20 Created: 2024-03-20 Last updated: 2025-01-16Bibliographically approved
Tossavainen, T., Johansson, C., Juhlin, A. & Wedestig, A. (2024). Programming as a mediator of mathematical thinking: Examples from upper secondary students exploring the definite integral. LUMAT: International Journal on Math, Science and Technology Education, 12(3), 78-99
Open this publication in new window or tab >>Programming as a mediator of mathematical thinking: Examples from upper secondary students exploring the definite integral
2024 (Swedish)In: LUMAT: International Journal on Math, Science and Technology Education, E-ISSN 2323-7112, Vol. 12, no 3, p. 78-99Article in journal (Refereed) Published
Abstract [en]

We report on three episodes from a case study where upper secondary students numerically explore the definite integral in a Python environment. Our research questions concern how code can mediate and support students' mathematical thinking and what kind of sociomathematical norms emerge as students work together to reach a mutual understanding of a correct solution. The main findings of our investigation are as follows. 1) Students can actively use code as a mediator of their mathematical thinking, and code can even serve as a bridge that helps students to develop their mathematical thinking collaboratively. Further, code can help students to perceive mathematical notions as objects with various properties and to communicate about these properties, even in other semiotic systems than the mathematical language. 2) For the participating students, a common norm was that an acceptable solution is a sufficient condition for the correctness of the solution method although students were aware of a problem in their code, yet also other norms emerged. This demonstrates that learning mathematics with programming can have an effect on what kind of sociomathematical norms emerge in classroom.

Place, publisher, year, edition, pages
LUMA Centre Finland, 2024
Keywords
collaborative learning, definite integral, languaging, programming, sociomathematical norms
National Category
Didactics
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-105502 (URN)10.31129/lumat.12.3.2155 (DOI)2-s2.0-85197944552 (Scopus ID)
Note

Validerad;2024;Nivå 1;2024-05-16 (signyg);

Fulltext license: CC BY

Available from: 2024-05-16 Created: 2024-05-16 Last updated: 2024-11-20Bibliographically approved
Hiidenmaa, P., Lindh, I., Linko, M., Suomalainen, R. & Tossavainen, T. (2024). Reading culture as shared ethos: A study of Finnish self-identified readers. Poetics, 105, Article ID 101912.
Open this publication in new window or tab >>Reading culture as shared ethos: A study of Finnish self-identified readers
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2024 (English)In: Poetics, ISSN 0304-422X, E-ISSN 1872-7514, Vol. 105, article id 101912Article in journal (Refereed) Published
Abstract [en]

This article advances understanding about book reading as a sociocultural phenomenon in the 2020s. We make a contribution to the cultural sociology of reading by investigating Finnish self-identified book readers by analysing the significance of sociodemographic variables (gender, education, age, and place of residence) in terms of reading activity and access to books. Our study is placed in the context of Finnish reading culture that is characterised by a particular appreciation of reading and measures promoting equal access to culture. Based on an online survey of 955 respondents conducted in 2021, our statistical analyses show that the social stratification of book reading activity that is prominent in population level does not recur within the specific group of people who identify themselves as readers. Among Finnish self-identified book readers, education, gender, and place of residence do not induce significant differences in reading activity. Our analysis that foregrounds inclination instead of quantity as a criterion for readers sheds light on reader equality from a different direction than previous research into nationwide reading habits or descriptive studies on avid readers.

Place, publisher, year, edition, pages
Elsevier, 2024
Keywords
Book readers, Cultural sociology, Reading practices, Reading culture, Self-identified readers, Reading
National Category
Educational Sciences Languages and Literature
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-107776 (URN)10.1016/j.poetic.2024.101912 (DOI)001325377400001 ()2-s2.0-85196294976 (Scopus ID)
Note

Validerad;2024;Nivå 2;2024-06-27 (joosat);

Full text license: CC BY 4.0; 

Funder: Finnish Cultural Foundation (00210378);

Available from: 2024-06-24 Created: 2024-06-24 Last updated: 2024-11-20Bibliographically approved
Merikoski, J. K., Haukkanen, P. & Tossavainen, T. (2024). The congruence xn ≡ – an (mod m): Solvability and related OEIS sequences. Notes on Number Theory and Discrete Mathematics, 30(3), 516-529
Open this publication in new window or tab >>The congruence xn ≡ – an (mod m): Solvability and related OEIS sequences
2024 (English)In: Notes on Number Theory and Discrete Mathematics, ISSN 1310-5132, Vol. 30, no 3, p. 516-529Article in journal (Refereed) Published
Abstract [en]

We study the solvability of the congruence xn =-an (mod m), where n, m E Z`, a E Z, and gcd (a, m) = 1. Our motivation arises from computer experiments concerning a geometric property of the roots of the congruence xn + yn = 0 (mod p), where n E Z` and p E P. We encounter several OEIS sequences. We also make new observations on some of them.

Place, publisher, year, edition, pages
“Marin Drinov” Academic Publishing House of the Bulgarian Academy of Sciences, 2024
Keywords
Congruence of powers, Integer sequence, Experimental geometry
National Category
Mathematical Analysis
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-110189 (URN)10.7546/nntdm.2024.30.3.516-529 (DOI)001367251800004 ()
Note

Validerad;2024;Nivå 1;2024-10-02 (sarsun);

Full text license: CC BY 4.0;

Available from: 2024-10-01 Created: 2024-10-01 Last updated: 2024-12-17Bibliographically approved
Tossavainen, T. & Burtseva, E. (2024). The Perceived Value of Proving in Learning Engineering Mathematics and its Dependence on Motivation and Study Habits. Nordic Journal of STEM Education, 8(2), 45-59
Open this publication in new window or tab >>The Perceived Value of Proving in Learning Engineering Mathematics and its Dependence on Motivation and Study Habits
2024 (English)In: Nordic Journal of STEM Education, ISSN 2535-4574, Vol. 8, no 2, p. 45-59Article in journal (Refereed) Published
Abstract [en]

This study reports on engineering students (N=369) from two Swedish universities and focuses on their perceived value of proving in learning engineering mathematics and some factors that may explain the observed variation in the perceived value. Our findings show that there is no significant difference in the perceived value between female and male students. In general, proving is not highly valued, and students are not confident in their skills in proving, except for proving by mathematical induction. However, students’ motivation in mathematics correlates with the perceived value and certain study habits are more regular among those students who appreciate proving as a suitable method for learning mathematics. Examples of such study habits include actively communicating with mathematics course teachers and reading the course textbook both before and after lectures.

Place, publisher, year, edition, pages
NTNU Norwegian University of Science and Technology, 2024
National Category
Didactics Other Mathematics
Research subject
Mathematics and Science Education; Applied Mathematics
Identifiers
urn:nbn:se:ltu:diva-110600 (URN)10.5324/njsteme.v8i2.5070 (DOI)
Note

Validerad;2024;Nivå 1;2024-10-30 (sarsun);

Full text license: CC BY 4.0;

Available from: 2024-10-30 Created: 2024-10-30 Last updated: 2024-10-30Bibliographically approved
Tossavainen, T., Haukkanen, P., Merikoski, J. K. & Mattila, M. (2024). We Can Differentiate Numbers, Too. The College Mathematics Journal, 55(2), 100-108
Open this publication in new window or tab >>We Can Differentiate Numbers, Too
2024 (English)In: The College Mathematics Journal, ISSN 0746-8342, E-ISSN 1931-1346, Vol. 55, no 2, p. 100-108Article in journal (Refereed) Published
Abstract [en]

We survey the history of the arithmetic derivative and more recent advances in research on this topic. Among other things, we discuss a few generalizations of the original arithmetic derivative and some arithmetic differential equations that are related to Goldbach’s conjecture and the twin prime conjecture. Our primary purpose is to give an overview of this field, but we also aim at providing supplementary material for an introductory course on discrete mathematics or number theory. Therefore, our survey contains ten exercises.

Place, publisher, year, edition, pages
Taylor & Francis, 2024
National Category
Discrete Mathematics
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-102515 (URN)10.1080/07468342.2023.2268494 (DOI)2-s2.0-85176120072 (Scopus ID)
Note

Validerad;2024;Nivå 1;2024-04-09 (sofila)

Available from: 2023-11-20 Created: 2023-11-20 Last updated: 2024-04-09Bibliographically approved
Tossavainen, T. & Holmlund, A. (2024). We can solve linear equations - in some algebras. For the Learning of Mathematics, 44(1), 38-40
Open this publication in new window or tab >>We can solve linear equations - in some algebras
2024 (English)In: For the Learning of Mathematics, ISSN 0228-0671, Vol. 44, no 1, p. 38-40Article in journal (Refereed) Published
Place, publisher, year, edition, pages
FLM Publishing Association, 2024
National Category
Didactics
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-104517 (URN)2-s2.0-85186570051 (Scopus ID)
Note

Validerad;2024;Nivå 2;2024-03-19 (hanlid)

Available from: 2024-03-19 Created: 2024-03-19 Last updated: 2024-03-19Bibliographically approved
Merikoski, J. K., Haukkaneny, P. & Tossavainen, T. (2023). A Note On Perpendicularities And Inner Products. Applied Mathematics e-notes, 23, 459-464
Open this publication in new window or tab >>A Note On Perpendicularities And Inner Products
2023 (English)In: Applied Mathematics e-notes, E-ISSN 1607-2510, Vol. 23, p. 459-464Article in journal (Refereed) Published
Place, publisher, year, edition, pages
National Tsing Hua University, 2023
National Category
Mathematics Didactics
Research subject
Mathematics and Science Education
Identifiers
urn:nbn:se:ltu:diva-101730 (URN)2-s2.0-85174584792 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-10-19 (hanlid)

Available from: 2023-10-19 Created: 2023-10-19 Last updated: 2024-01-11Bibliographically approved
Tossavainen, T. (2023). Cryptography based on algebraic perpendicularities. Mathematical Gazette, 107(568), 65-69
Open this publication in new window or tab >>Cryptography based on algebraic perpendicularities
2023 (English)In: Mathematical Gazette, ISSN 0025-5572, Vol. 107, no 568, p. 65-69Article in journal (Refereed) Published
Abstract [en]

Cryptography, the mathematics of protecting secret or sensitive information, is a continuously evolving area of interest. A concrete example of this is the fact that worldwide spending on information security and risk management technology and services has been estimated to reach over $150 billion in 2021. Modern cryptography is actually not a single separate domain of mathematics but an advanced encryption scheme can be based on applications of results in number theory, such as the Euler–Fermat Theorem, or involve the discrete logarithm problem using either a primitive root of a large prime or an element of an elliptic curve over a prime field. In the background, probability theory, statistics, studies on computational models and finite geometries, etc. play a major role. Recent research has considered even DNA-based molecular cryptography systems.

Place, publisher, year, edition, pages
Cambridge University Press, 2023
National Category
Algebra and Logic
Research subject
Mathematics Education
Identifiers
urn:nbn:se:ltu:diva-95669 (URN)10.1017/mag.2023.8 (DOI)000936146200007 ()2-s2.0-85148604357 (Scopus ID)
Note

Validerad;2023;Nivå 2;2023-02-20 (hanlid)

Available from: 2023-02-20 Created: 2023-02-20 Last updated: 2023-05-17Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-7494-4632

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