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Incorporating Critical Thinking into Active Learning Strategies


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Join me for an engaging presentation where I'll provide a comprehensive overview of the active learning (AL) strategies that I've successfully implemented in my classes to enhance student engagement. Through interactive presentation styles, group discussions, volunteer presentations, and stimulating mathematical explorations, I'll demonstrate how these strategies have effectively captured students' interest and motivation while fostering continuous engagement.


Drawing from scholarly literature highlighting the positive impact of engagement practices in teaching, I'll underscore the significance of these approaches in promoting deep learning and student success.


As part of my ongoing commitment to refining my teaching methods, I have recently integrated critical thinking into my AL strategies. Building on insights gathered from student feedback and participation in teaching fellowships, I'll share insights into this intervention.

Topics will include incorporating critical thinking questions to solve complex statistical problems, designing semester-long projects to cultivate critical thinking skills in math problem-solving, and encouraging students to apply critical thinking during group activities and class presentations.

Dr. Elizabeth Lugosi,

Montgomery College

I am a professor in the Mathematics, Statistics, and Data Science Department of Montgomery College. I teach Calculus and Elements of Statistics courses by applying active learning methods. I am passionate about using active learning (AL) strategies to help students succeed in math courses. We conducted a study analyzing the effects of AL strategies on students' achievements with a colleague while I was teaching at The University of Arizona. We demonstrated that the application of AL strategies positively impacts the average results of the sections and the passing rates. Specifically, they increase the passing rate and students' average final result by more than 10%. The successful application of AL strategies as part of my service to students and faculty was acknowledged by the Teaching and Service Award of the Department of Mathematics of The University of Arizona. The summary of the study, "Active Learning Strategies with Positive Effects on Student's Achievements in Undergraduate Mathematics Education," is published in the International Journal of Mathematical Education in Science and Technology (IJMEST).


During the pandemic, I incorporated AL strategies into online teaching. It also helps community building which I consider essential in online courses. Working together on a whiteboard provides an inclusive learning environment for every student and gives an opportunity for collaboration.


I am a board member of the International Journal of Mathematical Education in Science and Technology (IJMEST). With colleagues from Australia, we put together the Special Issue “Takeaways from teaching through a global pandemic – practical examples of lasting value in tertiary mathematics education“. The articles of the Special Issue are valuable examples that go beyond being temporary tools because of the pandemic situation, being new practices or insights that could be used post-pandemic as well. Last year, the Routledge Special Issues as Books (SPIB) program offered to republish the collection of articles in a book format. The book “Takeaways from Teaching through a Pandemic” will be available in February this year: https://www.routledge.com/Takeaways-from-Teaching-through-a-Pandemic-Practical-Examples-of-Lasting/Seaton-Loch-Lugosi/p/book/9781032627472