Integration of Academic Posters as an Active Learning Strategy in Mathematics

This study presents the outcomes of a pedagogical intervention conducted at the Keiser University during the 2024 − 2025 academic cycle, focusing on the integration of academic posters as an active learning strategy within higher education mathematics instruction. Grounded in constructivist theories and didactic approaches that foster active learner engagement, the intervention aimed to deepen students’ understanding of algebraic concepts through the contextualization of mathematical theory in socially and environmentally relevant phenomena. Empirical data reveal a 15% improvement in algebraic achievement alongside a 30% reduction in mathematics anxiety, thereby demonstrating the effectiveness of the approach in facilitating the internalization of both abstract and procedural mathematical knowledge. The incorporation of contextualized content enabled a significant shift from rote memorization towards reasoning, mathematical argumentation, and modeling. These pedagogical shifts promoted the development of critical skills, mathematical communication, and cooperative competencies-attributes essential for contemporary learning environments. The employment of academic posters as multimodal visual artifacts enhances the externalization of algebraic representations, supporting the construction of mathematically meaningful knowledge applicable to real-world contexts and strengthening the link between theoretical modeling and practical application. These findings emphasize the potential of innovative didactic strategies to bolster formative processes oriented toward systems thinking and social responsibility, positioning mathematics as a visual, argumentative, and propositional discipline. The research validates academic posters as effective tools for situated instruction, enhancing mathematical literacy, curricular innovation, and socio-cognitive skills in higher education.