Integration of Academic Posters as an Active Learning Strategy in Mathematics

Fernando José Hernández Gómez; Teresa Hernández Castillo

doi:doi:10.11648/j.ijssam.20261101.12

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Integration of Academic Posters as an Active Learning Strategy in Mathematics

Fernando José Hernández Gómez^*

, Teresa Hernández Castillo

Published in International Journal of Systems Science and Applied Mathematics (Volume 11, Issue 1)

Received: 14 August 2025 Accepted: 4 October 2025 Published: 16 March 2026

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Abstract

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.

Published in	International Journal of Systems Science and Applied Mathematics (Volume 11, Issue 1)
DOI	10.11648/j.ijssam.20261101.12
Page(s)	6-23
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2026. Published by Science Publishing Group

Keywords

21st Century Skills, Active Learning in Mathematics, Contextualized Learning, Educational Innovation, Mathematical Modeling, STEAM Education, Visual Tools for Algebra

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APA Style

Gómez, F. J. H., Castillo, T. H. (2026). Integration of Academic Posters as an Active Learning Strategy in Mathematics. International Journal of Systems Science and Applied Mathematics, 11(1), 6-23. https://doi.org/10.11648/j.ijssam.20261101.12

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ACS Style

Gómez, F. J. H.; Castillo, T. H. Integration of Academic Posters as an Active Learning Strategy in Mathematics. Int. J. Syst. Sci. Appl. Math. 2026, 11(1), 6-23. doi: 10.11648/j.ijssam.20261101.12

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AMA Style

Gómez FJH, Castillo TH. Integration of Academic Posters as an Active Learning Strategy in Mathematics. Int J Syst Sci Appl Math. 2026;11(1):6-23. doi: 10.11648/j.ijssam.20261101.12

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@article{10.11648/j.ijssam.20261101.12,
  author = {Fernando José Hernández Gómez and Teresa Hernández Castillo},
  title = {Integration of Academic Posters as an Active Learning Strategy in Mathematics
},
  journal = {International Journal of Systems Science and Applied Mathematics},
  volume = {11},
  number = {1},
  pages = {6-23},
  doi = {10.11648/j.ijssam.20261101.12},
  url = {https://doi.org/10.11648/j.ijssam.20261101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijssam.20261101.12},
  abstract = {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.
},
 year = {2026}
}

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TY  - JOUR
T1  - Integration of Academic Posters as an Active Learning Strategy in Mathematics

AU  - Fernando José Hernández Gómez
AU  - Teresa Hernández Castillo
Y1  - 2026/03/16
PY  - 2026
N1  - https://doi.org/10.11648/j.ijssam.20261101.12
DO  - 10.11648/j.ijssam.20261101.12
T2  - International Journal of Systems Science and Applied Mathematics
JF  - International Journal of Systems Science and Applied Mathematics
JO  - International Journal of Systems Science and Applied Mathematics
SP  - 6
EP  - 23
PB  - Science Publishing Group
SN  - 2575-5803
UR  - https://doi.org/10.11648/j.ijssam.20261101.12
AB  - 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.

VL  - 11
IS  - 1
ER  -

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Author Information

Fernando José Hernández Gómez

Department of Mathematics, Keiser University Latin American Campus, San Marcos, Nicaragua

Contact Email

http://orcid.org/0000-0002-5132-2769
Teresa Hernández Castillo

Department of Basic Sciences, Universidad Nacional Politécnica, Managua, Nicaragua

Contact Email

http://orcid.org/0009-0003-0233-5154

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APA Style

Gómez, F. J. H., Castillo, T. H. (2026). Integration of Academic Posters as an Active Learning Strategy in Mathematics. International Journal of Systems Science and Applied Mathematics, 11(1), 6-23. https://doi.org/10.11648/j.ijssam.20261101.12

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ACS Style

Gómez, F. J. H.; Castillo, T. H. Integration of Academic Posters as an Active Learning Strategy in Mathematics. Int. J. Syst. Sci. Appl. Math. 2026, 11(1), 6-23. doi: 10.11648/j.ijssam.20261101.12

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AMA Style

Gómez FJH, Castillo TH. Integration of Academic Posters as an Active Learning Strategy in Mathematics. Int J Syst Sci Appl Math. 2026;11(1):6-23. doi: 10.11648/j.ijssam.20261101.12

Copy | Download

@article{10.11648/j.ijssam.20261101.12,
  author = {Fernando José Hernández Gómez and Teresa Hernández Castillo},
  title = {Integration of Academic Posters as an Active Learning Strategy in Mathematics
},
  journal = {International Journal of Systems Science and Applied Mathematics},
  volume = {11},
  number = {1},
  pages = {6-23},
  doi = {10.11648/j.ijssam.20261101.12},
  url = {https://doi.org/10.11648/j.ijssam.20261101.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijssam.20261101.12},
  abstract = {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.
},
 year = {2026}
}

Copy | Download

TY  - JOUR
T1  - Integration of Academic Posters as an Active Learning Strategy in Mathematics

AU  - Fernando José Hernández Gómez
AU  - Teresa Hernández Castillo
Y1  - 2026/03/16
PY  - 2026
N1  - https://doi.org/10.11648/j.ijssam.20261101.12
DO  - 10.11648/j.ijssam.20261101.12
T2  - International Journal of Systems Science and Applied Mathematics
JF  - International Journal of Systems Science and Applied Mathematics
JO  - International Journal of Systems Science and Applied Mathematics
SP  - 6
EP  - 23
PB  - Science Publishing Group
SN  - 2575-5803
UR  - https://doi.org/10.11648/j.ijssam.20261101.12
AB  - 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.

VL  - 11
IS  - 1
ER  -

Copy | Download