- I am a lifelong learner and I aim to study, research, and deliver the knowledge and the experiences
based on methodologies and new findings that have proved to be successful. As you can see from my
scholarly work provided in my curriculum vitae, I actively participate in various activities that promote
my continuous professional growth. Considering the teaching process as a learning and researching
experience, I could say that my contribution and the input in scholarly work have been quite rewarding.
I have contributed to creating OER-s, activities, and materials that have enriched my teaching, and
constantly shared with other colleagues in various professional developments, conferences, etc.
Developing interactive STEM application activities, and real-life group projects for my students have
pushed not only my students but also myself to learn more about connections between applied
mathematics and real life.
- As a researcher, I am interested in finding new methods and pedagogical approaches that help
understand and deliver mathematical concepts. I see the intersecting between pedagogy and
mathematics in the topic of proofs and logic in mathematics. While teaching mathematical concepts I
approach by using the discovery method starting with small observations and operations, then asking
students to look for patterns, and algorithms procedures and generalize by writing theorems, formulas,
and conclusions. My intuitive thinking, the need for solving real-life problems, and curiosity often push
me to research and study more about things that matter. Always researchers are driven to study and
observe things that matter, whether those problems are immediate or long-term issues. These days,
because of COVID 19 doctors, researchers, and other health care organizations, are interested and are
working on collecting data, analyzing, and modeling the spread of the virus to track epidemics and make
predictions about the progression.
- To prove mathematical statements, and theorems, we use approaches that are motivated by
philosophical questions and recursively look for consistency in reasoning until all is proven. Rapid
changes and the technology used for computing have evolved the perspective of learning and applying
mathematical concepts. It would be helpful to approach the search for new axioms in a scalable way.
That means that we’re seeking first axioms that resolve certain low-level questions and then proceeding
to questions of greater complexity. Starting the justification of new theorems by using axioms demands
more axioms. We know that in reasoning about a given domain of mathematics question of justification
is successively pushed back until ultimately one reaches principles with no more fundamental
justification. The statements at this terminal stage are elected as axioms and the subject is then
organized in terms of derivability from that base.
- The reason why I am interested to explore more logic, and logical reasoning is because it helps in
connecting and interacting more with new era learners. So, I would like to look more into propositional
logic, logical operations, propositional forms, purse trees and operator hierarchy, truth tables,
tautologies, and contradictions, propositional equivalences, propositional identities, and logic in circuits
and predicate logic, quantifiers, etc. Most importantly, I am interested to explore more mathematical
proofs and logical reasoning methods applied in most of the mathematics fields: -Direct proofs:
theorems, mathematical inductions, -Indirect proofs: -Contrapositive proofs, -Proofs by contradiction, –
Proofs by cases, Equivalence proofs, -Counterexamples are used to prove the importance of the
conditions in a true statement.
Please refer to my CV, CUNYFirst, and my sites to learn more about my scholarly work.
Some of the conferences that I have presented or co-presented:
An Introduction to Desmos, 30th International Conference on Technology in Collegiate Mathematics, Washington, DC, USA, March 15 – 18, 2018 (joint presentation with Arianne Masuda).Link
Engaging College Algebra and Trigonometry students with OERs, Joint Mathematics Meetings (JMM), Baltimore, MD, US, January 16-19, 2019 (joint presentation with Arianne Masuda). Link
Using Open Digital Technology in our classrooms and beyond it to enhance learning, The 6th Annual Bronx EdTech Showcase (CoPresenting with Suman Ganguli, NYC, USA, April 27, 2018 Link
Some of my latest qualifications in CUNY:
- MSEIP grant: Computing in the Classroom two days Professional Development, January 26-27, 2017 link
- MSEIP grant: Inquiry-Based Learning – an Active Learning Pedagogy, two-days professional development, August 23 and 24, 2017 Link
- Opening Gateways to Completion: Open Digital Pedagogies for Student Success in STEM”, grant qualifications.S. Department of Education’s Four years of senior fellowship: the Year 2016-2017, the Year 2017-2018, the Year 2018-2019, the Year 2019-2020
- Using Technology for Interactive STEM Applications
Lucie Mingla, New York City College of Technology, CUNY, MAA Hofstra Metro New York Annual Meeting May 13, 2018 Link
- OER Fellowship. June OER Fellowship intensive program. Creating OER courses in City Tech Open Lab. link
- ACUE NASH one-year round Cohort
The link to Badges earned by now in the ACUE Cohort Program
6-CUNY Online Teaching Essentials (Section 13 January 2021)
Then use the sub-section pages to provide details about your:
- b- Introduction to Teaching Online at BMCC
- c- Resilient Teaching: Preparation for Online and Remote Instruction (August 2020)
6- Most of my online activity is on Open Lab at City Tech:https://openlab.citytech.cuny.edu/members/luciemingla/
UDL QC workshop
June 17,2022. CUNY Mindset course completed.
Links to resources:
NOTE: If you are not ready to use these pages, simply change their visibility in the Dashboard by choosing Pages > Edit > Visibility > Private.