Dr Laura Tuohilampi

Dr. Laura Tuohilampi, a tenured research fellow in

Australia with a PhD in mathematics engagement,
leverages her 20 years of experience in the Finnish
education system to transform mathematics
education. Dr. Tuohilampi is an award-winning
researcher with over 200 well-regarded lectures
delivered worldwide. Her work bridges the gap
between theory and practice, translating research
into actionable solutions that benefit teachers,
students, and educators alike.
POPULARISING
MATHEMATICS

Maths for Humans

DRDon't
LAURA TUOHILAMPI
teach more. Teach better!
UNSW SCHOOL OF EDUCATION
 In this part, I’ll share my experiences in giving access to mathematics using multiple platforms. I’ll explain
what minor changes can be done in the maths class to make students feel safe and welcome to the
mathematics community.

These experiences are inspiring for everyone. Please use these ideas to spread the message of mathematics
belonging to everyone. Teachers working with diverse students should utilise these principles to assist more
students getting access to mathematics.
 Prof Dianne Siemon:
'We have no right to waste
students' time.'

Approx 34% of students are interested in

maths in the primary stages

Approx 17% of students are interested in

maths in the secondary stages

Reference: Talk by Prof Siemon in Bringing Maths to Life Conference, Sydney Dec 2022
How does this look like in Vietnam?

Typically consequences on
achievement ond career choices but
not in this data
High levels of maths anxiety in Ho Chi
Minh City, impacting mental health
No gender differences in Vietnam
Grade 12 students most anxious
Vietnamese students can cope with
anxiety well, focusing on how they
can work better

Luu-Thi, H. T., Ngo-Thi, T. T., Nguyen-Thi, M. T., Thao-Ly, T., Nguyen-Duong, B. T., & Tran-Chi, V. L.
(2021, November). An investigation of mathematics anxiety and academic coping strategies
among high school students in Vietnam: A cross-sectional study. In Frontiers in Education (Vol. 6,
p. 742130). Frontiers Media SA.
Engagement In practice
We often focus solely on the
...is academically defined as a
behavioural aspect, participation:
combination of participation, cognitive
that the worksheets are
challenge taking and curiosity, and
completed, even it happens
emotional aspect.
without much understanding.

Reference:
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004).
School engagement: Potential of the concept, state of the evidence.
Review of educational research, 74(1), 59-109.
 HOW TO REACT?

Which one is bigger, 4/6 or 5/6?

Can't tell

Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
Right or wrong?

Dr Andrea English: 'One of the most common types of listening is

evaluative listening. With evaluative listening, we are just trying to
filter out anything we hear except the learner’s right answer.'

Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
Let’s examine the logic!

If someone says 4/6 is bigger than 5/6, they could be right!

 0 4/6 5/6

Fractions are both numbers and operations

References
Nunes, T. (2008, November). Understanding rational numbers. In Att erövra världen. Grundläggande färdigheter i läsning; skrivning och matematik; 26-27 november 2007; Linköping (No.
032, pp. 23-52). Linköping University Electronic Press.
Deringöl, Y. (2019). Misconceptions of Primary School Students about the Subject of Fractions. International Journal of Evaluation and Research in Education, 8(1), 29-38.
Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
 Self-reflective: listening to
an unexpected response
and reflecting on this

Generative: listening to
students’ ideas to generate
new directions

Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
Misunderstandings
 EVEN IF SOMETHING IS
CLEARLY WRONG...

Calculate 2/3 + 4/5

6/8

Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
Let’s examine the logic!

2 + 4 = 6 and 3 + 5 = 8. Addition rules still hold!

...but fractions are a different context.

Concreteness fading discussed in Zito, L., Cross, J. L., Brewer, B., Speer, S., Tasota, M., Hamner, E., ... & Nourbakhsh, I. (2021).
Leveraging tangible interfaces in primary school math: Pilot testing of the Owlet math program. International Journal of Child-
Computer Interaction, 27, 100222.
Reflection, growth, supportive community
LEARNING DOES
N O T HAVE T O
BE COMPLETED,
BUT LAUNCHED!
 Only about 5% of applicants got into a competetive study program (Master’s of Psychology).

Tutoring company succeeded to prep students so well that approx. 10% got in.
Explicit teaching was used.

I combined explicit teaching and empowering inquiry-based methods, humour, discussions and play.
I succeeded to prep students so well that over 20% got in from each cohort over 10 years. One year, the
percentage was almost 40%!
RE-IMAGINING PROFESSIONAL LEARNING.
'Don't teach more. Teach better!'

mathsforhumans.com
THIS IS A FUN TASK,
WHY DO MY STUDENTS
SWITCH OFF?

DRDon't
LAURA TUOHILAMPI
teach more. Teach better!
UNSW SCHOOL OF EDUCATION
 In this part, I’ll introduce what I have found out about long term engagement and the role of interest
development. I’ll explain how this looks like in practical mathematics task design.

These principles are good for anyone to know. Teachers need to know about these principles to stop hitting
their head against the wall before student disengagement.
Source: https://www.transum.org/Software/Fun_Maths/
 Source: https://www.transum.org/Software/Fun_Maths/

HOW TO TELL IF THIS FUN MATHS TASK

PROMOTES STUDENTS' INTEREST?
 Source: https://www.transum.org/Software/Fun_Maths/

WHAT DO TEACHERS AIM TO ACHIEVE

WITH FUN MATHS TASKS?
Fun maths activities
often lack depth, rich
maths activities often
lack appeal.
Reference: Tuohilampi, L. (2023). Mathematics Designed for Engagement: from tasks promoting situational interest to
sustained positive mathematics experiences. Submitted to: Discover Education
 FUN TASKS MAY BE
FUN, BUT...

Features that can catch students'

interest: Mathematical; Simple; Stands
out; Humorous

...cannot hold the interest.

RICH TASKS MAY BE
GREAT, BUT...

Features that can hold students'

interest: Challenging; Formatted;
Creative

...cannot catch the interest.

 SITUATIONAL INTEREST (CATCH)
1. emerging
2. maintained

PERSONAL INTEREST
3. emerging
4. well developed

Reference: Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational psychologist, 41(2), 111-127.
Features that can catch students' interest: Mathematical; Simple; Stands out; Humorous

Think about a typical task in your

maths textbook.
Does it have features that both
catch and hold students'
interest?

Features that can hold students' interest: Challenging; Formatted; Creative

 Features that can catch students' interest: Mathematical; Simple; Stands out; (Humorous?)

s ?
t hi
d o
o u
n y
C a
Features that can hold students' interest: Challenging; Formatted; (Creative?)
One of our most loved tasks...
DADDY RUNS
Some ways to solve the problem
DADDY RUNS Estimation & division
Algebraic
Starts at r 20km/h
Halved 6 times
0.5^6 = 0.0156
--> 0.3125km/h

Conceptual
Graphical

How do we define running?

What is a reasonable starting

speed?

Can running speed stay constant

over an hour?
Fun Students see
maths... it differently
...is often employed superficially by Overcoming struggle in a hard
educators. problem-solving challenge is
Games to “have fun while learning” experienced as one of the most
“Learning isn’t always fun, but some enjoyable things in mathematics
online resources can be used to learning.
balance that”

Reference:
Tuohilampi, L., Attard, C., Dong, S. (2024). Scoping review on Fun Maths: its
appearance, purpose, and connections with related concepts in research literature.
Aimed for: Educational Studies in Mathematics.
Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
 FUN IS
UNDERSTOOD
W R O N G IF IT
EQUALS
U S E L E S S.
How is this done in Vietnam?

Add practical competencies to

content knowledge
Support Vietnamese students to
move from passive receivers to
creative problem-solvers
Using hands-on methods to
complement lecturing approaches
Multiple competencies can be
promoted, but only 1-2 key learning
objects must be chosen
Design a mini-racing car!

Quang, L. X., Hoang, L. H., Chuan, V. D., Nam, N. H., Anh, N. T. T., & Nhung, V. T. H. (2015).
Integrated science, technology, engineering and mathematics (STEM) education through active
experience of designing technical toys in Vietnamese schools. arXiv preprint arXiv:1509.03807.
 r ?
c e ca
s t ra
a fa
k e s
m a
h a t
W
Mathematical, simple, stands out, (humorous?)
r ?
c e ca
s t ra
a fa
k e s
m a
h a t
W

Designing a mini-racing car is challenging, formatted, and creative

UNIVERSITY LEVEL MATHS? SURE!
Aladdin asks for vectors of the genie so that he can
orientate with his flying carpet. (As we know, one can
also reverse the carpet). Each vector can only be
used once.

He leaves his palace to go ta a basaar. The location

of the basaar can be given as a vector (5,0,3).

9. Genies has vectors (1,1,1), (8,3,6) and (6,1,4).

a) Can Aladdin get to the basaar using these
vectors?
b. Are there multiple solutions? Can one use different
combinations of the vectors to get to the basaar?
(Changing the order of the vectors is not considered
a different combination).
 UNIVERSITY OF HELSINKI
MATHS DEPARTMENT
Extreme apprenticeship

Weekly learning tasks

Tutors available throughout the week

300 students, 7 tutors

Whiteboard covered tables

Source: https://lehti.yliopistopedagogiikka.fi/2015/03/26/tehostettu-kisallioppiminen-matematiikan-yliopisto-opetuksessa/
 CAN YOU TAKE IT FURTHER?
YES YOU CAN!

Stduents give their own grades

Supported by extensive digital and personal

monitoring

Deemed accurate

Fostered agency

Nieminen, J. H., & Tuohilampi, L. (2020). ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models.
Assessment & Evaluation in Higher Education, 45(7), 1031-1045.
WHY IS THIS IMPORTANT?
TO NOT DISABLE STUDENTS.

Four disabling characteristics of mathematics teaching practices:

speed in mathematical activities
disaffection in relating to mathematics
individualism in performing mathematics
measurability of performance.

An able mathematics student is seen as fast, stoic, individualistic, and measurable

A disabled mathematics student is seen as slow, emotional, communal, and intangible.

Nieminen, J. H., Reinholz, D. L., & Valero, P. (2024). “Mathematics is a battle, but I’ve learned to survive”: becoming a disabled student in university
mathematics. Educational Studies in Mathematics, 116(1), 5-25.
The
Betterment
We know maths can be taught well without
making it a misreable experience. We can support
teachers without pushing more, by making things
easy for everyone involved.
NOW WE KNOW HOW TO TELL IF A FUN MATHS
TASK PROMOTES STUDENTS' INTEREST.
WHAT DOES A
MATHEMATICIAN
LOOK LIKE?

DRDon't
LAURA TUOHILAMPI
teach more. Teach better!
UNSW SCHOOL OF EDUCATION
In this part, I’ll speak about the ownership of mathematics. I’ll introduce mathematics that people use in
their life all the time.

Be inspired by these examples and start seeing maths everywhere. As a teacher, encourage your students
to discover the mathematics they already use.
School drop out starts an
excavation business and
needs to understand the IS HE A
drilling angles. MATHEMATICIAN?

Reference: Tuohilampi, L. (2022). Seriously Fun Maths. Melbourne, Australia: Amba Press. ISBN: 9781922607225 EKE
 Hotel manager has 842
guests and 2 of the 4
IS SHE A
elevators go out of order. MATHEMATICIAN?
Backpacker books a holiday in
Fiji and then realises there
ARE THEY A
could be a tsunami. MATHEMATICIAN?
'Skills to manipulate equations ... are
all skills that have less utility value
nowadays. Your phone can do this for
you.

...

What digitalisation means is more

maths being available for things like
decision making, healthcare,
innovative new technologies,
sustainable futures, and even
personal uses such as tracking
progress with your Tiktoks.'
Classroom example Real life example
How much longer do you
Is the angle less than, equal
have to wait?
to, or about the same as a
right angle?
How is this done in Vietnam?
Education reforms encourage teachers
to use autonomy and update teaching
strategies
Realistic Mathematics Education (RME)
has been gradually introduced in
Vietnamese mathematics education
since mid 2000
Mostly bottom up: leaders and
stakeholders often unaware of teachers
using RME
Ho Chi Minh one of the pioneers, using
RME also in universities
Positive attitude, facilitating conditions
Do, T. T., Hoang, K. C., Do, T., Trinh, T. P. T., Nguyen, D. N., Tran, T., ... & Nguyen, T. T. (2021).
Factors Influencing Teachers' Intentions to Use Realistic Mathematics Education in Vietnam: An
and self-efficacy predict using RME
Extension of the Theory of Planned Behavior. Journal on Mathematics Education, 12(2), 331-348.
 Can you use distributive
property in real life?

CNTR+ALT+DEL = Delete one part at the time (a + b) / c = a/c + b/c

Test yourself: identify
A MATHEMATICALLY GIFTED STUDENT

Here are three real persons in their

school years and later in their careers.
Connect the dots.
An average, “nothing special” student, Multi-awarded mathematics teacher. Has
gets an occassional A-. Makes reformulated how maths teaching can look like,
A mistakes; sometimes a bit messy and making it accessible to all students without lowering 1
socially awkward. Comes to the class the bar. Loved by their students.
late. From a working class family.

Internationally acclaimed researcher in a highly

Lousy student: does not pass
ranked university. PhD. Has innovated inspirational
exams, behavioural problems,
B ballsy. Not interested in
ways to make mathematics accessible, gives talks 2
and workshops worldwide.
mathematics or school in general.

Timid, mathematically gifted. Without

much effort gets an A. Interested in maths, Got into the university with high marks. Dropped
C can solve exercises way above their stage. out on the second year. Did not build a career 3
Does not take part in collaborative around mathematics.
activities or classroom discussions.
 My personal experience

MATHS--EASY YOGA--HARD
Statement 1 Statement 2
Maths knowledge takes a lifetime to Learning and teaching maths can
build. The journey can and should be and should be enjoyable and
purposeful and the results permanent. empowering.
 RETHINKING
MATHEMATICS

Accuracy in mathematics calculations vs

accuracy in real life situations
The people who faced the global
pandemic studied maths 10-50 years ago.

The needed maths was there, but

making the connection is hard.

Rabbits were introduced onto a deserted island 5 months

ago. The population doubles each month. It is now
estimated to be 640.
1. What was the initial size of the rabbit population?
2. Estimate the population 7 months from now.

ILLUSTRATION: COVID-19 ELEMENT BY LANASHAMART VIA CANVA.COM

 TO AVOID "TAUGHT,
BUT NOT LEARNED"

Content: Operating with decimals.

Vertical contextualisation: How
might decimals be used 30 years from
today? (aka where will we use this)
Approach: Lets ask AI!
How is this done in Vietnam?
90% of teachers are in favour of
integrating STEM approaches into
mathematics
Only 10.6% do so
Not knowing how to and thinking there
is no time
In the study, students designed a
wheelchair ramp to a disabled local
(asking the right questions) and then
built it
96% of the students found the activity
exciting

Tuong, H. A., Nam, P. S., Hau, N. H., Tien, V. T. B., Lavicza, Z., & Hougton, T. (2023). Utilizing
STEM-based practices to enhance mathematics teaching in Vietnam: Developing students' real-
world problem solving and 21st century skills. JOTSE: Journal of Technology and Science
Education, 13(1), 73-91.
To face the wicked problems of the future

Ask the right questions.

Go interdisciplinary.

Collaborate.

CARE ENOUGH.
To face the wicked problems of the future

Ask the right questions.

Trash everywhere, people feel sad, kids don’t like maths--How to connect the dots?

Go interdisciplinary.
Maths expertise (good problems) + marketers (cool outlook) + Designers (UX)

Collaborate.
Universities, Companies, Schools, Stakeholders, Communities

CARE ENOUGH.
Show it. Are you with me?
Why do we
do this?
Maths remains a critical and largely
emphasised skill, but the practical
applications to make it work for today's
students (and teachers) are scarce.
We are needed!
ALL LEARNERS CARRY
VALUABLE FUNDS OF
K N O W L E D G E.
WE CAN’T AFFORD TO
DISMISS THESE
F U N D S.
R E I M A G I N I N G M A T H E M A T I C S

What kind of reader are you? What kind of mathematician are you?
More questions?
THANK YOU!

mathsforhumans.com
Let’s see how things look in Vietnam!

Quang, L. X., Hoang, L. H., Chuan, V. D., Nam, N. H., Anh, N. T. T., & Nhung, V. T. H. (2015). Do, T. T., Hoang, K. C., Do, T., Trinh, T. P. T., Nguyen, D. N., Tran, T., ... & Nguyen, T. T. (2021). Factors Influencing Tuong, H. A., Nam, P. S., Hau, N. H., Tien, V. T. B., Lavicza, Z., & Hougton, T. (2023). Utilizing STEM-based
Integrated science, technology, engineering and mathematics (STEM) education through active Teachers' Intentions to Use Realistic Mathematics Education in Vietnam: An Extension of the Theory of Planned practices to enhance mathematics teaching in Vietnam: Developing students' real-world problem
experience of designing technical toys in Vietnamese schools. arXiv preprint arXiv:1509.03807. Behavior. Journal on Mathematics Education, 12(2), 331-348. solving and 21st century skills. JOTSE: Journal of Technology and Science Education, 13(1), 73-91.

Luu-Thi, H. T., Ngo-Thi, T. T., Nguyen-Thi, M. T., Thao-Ly, T., Nguyen-Duong, B. T., & Tran-Chi, V. L. Tran, T., & Nguyen, T. T. (2020). Mathematics teaching in Vietnam in the context of technological Nguyen, H. T. (2018). Designing experiential activity themes in teaching maths to lower secondary
(2021, November). An investigation of mathematics anxiety and academic coping strategies advancement and the need of connecting to the real world. International Journal of Learning, students congruent with the new general education curriculum in Vietnam. American Journal of
among high school students in Vietnam: A cross-sectional study. In Frontiers in Education (Vol. 6, Teaching and Educational Research, 19(3), 255-275. Educational Research, 6(5), 396-402.
p. 742130). Frontiers Media SA.