Madeleine Al-Tahan
Abu Dhabi University
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Madeleine Al-Tahan is an Associate Professor of Mathematics and Chairperson of the Department of Mathematics and Statistics at Abu Dhabi University, UAE. She is a Senior Fellow of Advance HE (SFHEA) with over 16 years of experience in higher education, specialising in innovative mathematics education, active learning, and curriculum enhancement. Her teaching integrates artificial intelligence, gamification, inquiry-based learning, and authentic assessment to create engaging and inclusive learning environments. Madeleine has redesigned core mathematics courses, developed student-centred initiatives such as the D-I Challenge and Pi Day celebrations, and facilitates workshops in Python, SPSS, MATLAB, and AI-enhanced teaching. Her educational innovations have resulted in consistently high student engagement and satisfaction and have been shared through international conferences and faculty development initiatives. Alongside her educational leadership, she is an active researcher with more than 80 publications in algebra and fuzzy algebraic structures.
Area of Expertise
The ENGAGE Mathematics Ecosystem: Transforming Mathematics Learning with AI and Gamification
Traditional university mathematics often relies on passive instruction, leading to low engagement and limited conceptual understanding. This session presents the ENGAGE Mathematics Ecosystem, an evidence-based approach that combines purposeful gamification, artificial intelligence, inquiry-based learning, and continuous student feedback to create an active and inclusive learning environment. Participants will explore how tools such as AhaSlides, Kahoot, AnswerGarden, Microsoft Forms, flashcards, collaborative challenges, and AI-generated question banks are strategically integrated to promote participation, critical thinking, and conceptual understanding rather than simple content recall. The session also highlights extracurricular initiatives—including the D-I Challenge, Linear Algebra competitions, Pi Day, and workshops in Python, SPSS, and MATLAB—that strengthen students' confidence, sense of belonging, and workplace readiness. Evidence from redesigned undergraduate mathematics courses demonstrates consistently high attendance, student evaluation scores between 4.4 and 4.9/5, and strong qualitative feedback. Participants will leave with practical, adaptable strategies for creating engaging, evidence-informed learning experiences in higher education.
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