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Iman Chahine


Iman Chahine, Ph.D. is the Co-Editor-Journal of Mathematics and Culture and an Associate Professor Mathematics Education in the College of Education at UMass Lowell.
Dr. Iman Chafik ChahineAssociate Professor

Research Interests

My research centers on ethnomathematics with emphasis on mathematics knowledge systems across cultural contexts. Principled by multimodal approaches of cognition, I particularly focus on examining how indigenous/neo-indigenous and techno-literate groups engage in “mathematizing’” while immersed in their daily practices.

Education

  • Ph D: Mathematics Education, (2008), University of Minnesota - St. Paul, MN
    Supporting Area: Curriculum & Instruction-Concentration
    Dissertation/Thesis Title: The effect of using Rational Number Project Curriculum on the acquisition of basic fraction concepts by fifth grade Lebanese students
  • MA: Mathematics Education, (1997), American University of Beirut - Beirut, Lebanon
    Dissertation/Thesis Title: The problem solving behavior of young street vendors in informal and formal settings
  • BS: Mathematics, (1985), American University of Beirut - Beirut, Lebanon

Selected Awards and Honors

  • Eastern Educational Research Association Senior Scholar Award (2018), Scholarship/Research - Eastern Educational Research Association
  • International Student Colonial Dames Scholarship (2017) - University of Minnesota
  • Fuchs the Golden Years Anniversary Project (2016) - The Carl and Emily Fuchs Foundation
  • GSU Faculty Award for Global Engagement (2013) - Georgia State University
  • GSU Study Abroad Director of the Year Nomination (2013), Leadership - Georgia State University
  • GSU Instructional Innovation Award for Excellence in Instruction and Learning (2012), Teaching - Georgia State University
  • Service, Teaching and Research (STaR) Fellowship Program Award (2011), Scholarship/Research - National Science Foundation Program
  • Conference Award, the Compact for Faculty Diversity (2010) - Southern Regional Education Board (SREB) Scholars Program
  • Seminar Award (2010) - NCES/IES 2010 International Database Seminar
  • Seminar Award, The 22nd Annual convention of Revolutionary Sciences (2010) - Association of Psychological Sciences
  • Conference Award (2008) - Long Island University
  • International Student Colonial Dames Scholarship (2007) - University of Minnesota
  • Graduate Fellowship (2004) - University of Minnesota

Selected Publications

  • Chahine, I., Subramanian, U. (2017) "Mathematics on thresholds: Kolams", Journal of Mathematics Teaching in Middle Schools
  • Chahine, I., Levi, I., Garrett, L., Wang, H. (2016) "", Journal of Computers in Mathematics and Science Teaching 35:1 pp. 81-105
  • Chahine, I. (2016) "Investigating Students’ Perceptions of Indigenous Mathematical Knowledge Systems through Immersion in Transcultural Settings", Jou rnal of Mathematics and Culture 10:3 pp. 50-69
  • Chahine, I., Khan, F. (2015) "mproving the quality of learning outcomes and enhancing the performance of education systems: A case study in Kuwait", International journal of Learning, Teaching and Educational Research 10:1 pp. 1-20
  • Chahine, I., Shockey, T. (2015) "Review of the book Gilsdorf, T. E. (2012). Introduction to Cultural Mathematics: With Case Studies in the Otomies and Incas, Hoboken, New Jersey: John Wiley & Sons Inc.", Journal of Mathematics and Culture 9:1 pp. 160-162
  • Chahine, I., Montiel, F. (2015) "Teaching modeling in Algebra and Geometry using musical rhythms: Teachers’ perceptions on effectiveness", Journal of Mathematics Education 8:2 pp. 126-138
  • Chahine, I., Sanghoon, L., Belkasim, S., Grinshpon, M. (2014) "A web application for the Knowledge Space Theory analysis: KST Web", International Journal of Engineering Research & Technology (IJERT) 3:9
  • Chahine, I. (2014) "Investigating ethnomathematics and indigenous mathematical knowledge systems through cultural immersio", International Consortium for Research in Science and Mathematics Education
  • Chahine, I., Garrett, L., Levi, I. (2014) "The technology dichotomy: Computer-aided instruction versus conceptual development technology", MathAMATYC Educator 5:2 pp. 18-25
  • Chahine, I., Plummer, A. (2014) "Mathematics lessons from "a place of light"", The Mathematics Teacher: Mathematical Lens 108:4 pp. 254-257
  • Chahine, I., Maxwell, K. (2013) "Cultural immersion and mathematics teacher education: Explorations in Morocco and South Africa", Journal of Humanistic Mathematics 3:2 pp. Article 4
  • Chahine, I. (2013) "Delineating the epistemological trajectory of learning theories: Implications for mathematics teaching and learning", Mathitudes 1:1 pp. 1-18
  • Chahine, I. (2013) "Ethnomathematics in the classroom: Unearthing the mathematical practices of African cultures", Information Age Publishing pp. 195-220
  • Chahine, I., Kinuthia, W. (2013) "Juxtaposing form, function, and social symbolism: An ethnomathematical analysis of indigenous technologies in the Zulu culture of South Africa", Journal of Mathematics and Culture 7:1 pp. 1-30
  • Chahine, I., Naresh, N. (2013) "Mapping the cognitive competencies of street vendors and bus conductors: A cross-cultural study in workplace mathematics", Latin American Journal of Ethnomathematics 6:3 pp. 7-35
  • Chahine, I., Naresh, N. (2013) "Reconceptualizing research on workplace mathematics: Negotiations grounded in personal practical experiences", Journal of Research in Mathematics Education 3:2 pp. 316-342
  • Chahine, I., Kinuthia, W., Maxwell, K. (2013) "Surveying technologies for integrating indigenous knowledge systems in the mathematics classrooms in Durban-South Africa: Potentials and challenges", Indilinga: African Journal of Indigenous Knowledge Systems 12:1 pp. 37-51
  • Chahine, I. (2013) "The impact of using multiple modalities on students’ acquisition of fractional knowledge: An international study in embodied mathematics across semiotic cultures", The Journal of Mathematical Behavior 32:3 pp. 434-449
  • Chahine, I. (2013) "Towards an engaged pedagogy: bell hooks manifesto and the teaching and learning of mathematics", Global Journal of Human Social Sciences 13:10 pp. 23-26
  • Chahine, I., King, H. (2012) "Investigating Lebanese teachers' mathematical, pedagogical and self-efficacy profiles: A case study", Near and Middle Eastern Journal of Research in Education
  • Chahine, I. (2011) "An ethnomathematical encounter: A cultural immersion of mathematics teachers in the daily practices of craftsmen in the Old City of Fez-Morocco", International Study Group on Ethnomathematics Newsletter (ISGEm) 5:2 pp. 11-13
  • Chahine, I. (2011) "Beyond Eurocentrism: Situating ethnomathematics within the history of mathematics narrative", International Journal for Studies in Mathematics Education 4:2 pp. 35-48
  • Chahine, I. (2011) "Learning rational number concepts using a research based curriculum: The ethnomathematical experience of Lebanese students", International Consortium for Research in Science and Mathematics Education pp. 95-107
  • Chahine, I., Post, T., delMas, R. (2011) "The effect of using a research-based curriculum on learning basic rational number concepts by Lebanese students", Near and Middle Eastern Journal of Research in Education 3:2
  • Chahine, I. (2011) "The role of translations between and within representations on the conceptual understanding of fraction knowledge: A trans-cultural study", Journal of Mathematics Education 4:1 pp. 47-59
  • Chahine, I., Clarkson, L. (2010) "Collaborative Evaluative Inquiry: A model for improving mathematics instruction in urban elementary schools", Journal of Urban Mathematics Education 3:1 pp. 57-81
  • Chahine, I., McQueen, M., Goings, C., Shaheed, S. (2010) "Voices, echoes, and narratives: Multidimensional experiences of three teachers immersed in ethnomathematical encounters in Morocco", Journal of Urban Mathematics Education 3:2 pp. 47-56
  • Chahine, I., Clarkson, L., Robelia, B. (2007) "Rulers of different colours: Inquiry into measurement", Teaching Children Mathematics pp. 34-39
  • Chahine, I., Jurdak, M. (2002) "Problem solving activity in the workplace and the school: The case of constructing solids", Educational Studies in Mathematics 47: pp. 297-315
  • Chahine, I., Ghusayni, R. (2000) "The state and education in Lebanon (Arabic Manuscript)", American University of Beirut
  • Chahine, I., Jurdak, M. (1999) "An ethnographic study of the computational strategies of a group of young street vendors in Beirut", Educational Studies in Mathematics Education 40 pp. 155-172
  • Chahine, I., Osta, I. (1998) "Official Lebanese exams and its implication to curriculum policy and application (Arabic Manuscript)", Hariri Foundation
  • Chahine, I., Osta, I. (1996) "Analysis of geometric models in university students’ Logo procedures (Arabic Manuscript)", American University of Beirut

Selected Presentations

  • Investigations in Indigenous Mathematical Knowledge Systems in Neo-indigenous Contexts, January 2018 - Lowell, MA
  • Investigations in Indigenous Mathematical Knowledge Systems in Neo-indigenous Contexts, December 2017 - New York City, NY
  • Ethnomathematics and Indigenous Mathematical Knowledge Systems, 2017 - Brownsville, TX
  • Deep Learning Fusion algorithm for Arts Categorization - IEEE 30th Canadian Conference on Electrical and Computer Engineering (CCECE), 2017 - Ontario, Canada
  • Affordances of Indigenous Knowledge Systems - North West University IKS Project Retreat, November 2017 - Potchefstroom, South Africa
  • Investigations in Multicultural Mathematics: Explorations of Ethnomathematical Ideas in Indigenous and Techno-literate Societies - Georgia Educational Research Association (GERA) Annual Conference, October 2017 - Augusta, GA
  • Automatically generated semantic tags of art images - 2017 IEEE International Conference on Signal and Image Processing Applications (ICSIPA), September 2017 - Kuching, Malaysia
  • Semantic organization and tagging for cultural art categorization - Third International Conference on Multimedia Big Data (BigMM2017), April 2017 - Laguna Hills, CA
  • Reconceptualizing The BA in Mathematics and Education Program at National University of Ireland, March 2017 - Galway, Ireland
  • General Education for the 21st Century: Significance and Implications for Higher Education in Kazakhstan, 2016 - Almaty, Kazakhstan
  • Ilm al-raml in Middle Eastern Cultures: A Case Study in Mathematizing Divination Systems - International Society for Technology in Education Conference (ISTE), October 2016 - Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa
  • Investigating Graduate Students Perceptions of Indigenous Mathematical Knowledge Systems through Immersion in Transcultural Settings - International Society for Technology in Education Conference (ISTE), October 2016 - Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa
  • Teaching Modeling in Algebra and Geometry using Musical Rhythms: Teachers’ Perceptions on Effectiveness - International Society for Technology in Education Conference (ISTE), October 2016 - Kruger National Park, Mopani camp, Phalaborwa, Limpopo, South Africa
  • Teaching Modeling in Algebra and Geometry using Musical Rhythms: Teachers’ Perceptions on Effectiveness - AMS Spring Southeastern Sectional Meeting, March 2016 - University of Georgia, Athens, GA
  • As examination of the quality of mathematics learning outcomes in Independent Schools: Qatar Case Study - Seminar on voices of Teachers- Empowering Teachers, building sustainable societies: Mobilizing a Roadmap for 2030 Seminar, October 2015 - Doha, Qatar
  • TIMSS Results in the Gulf Cooperation Council (GCC) - UNESCO Seminar on Science Learning Outcomes, October 2015 - Doha, Qatar
  • Empowering Teachers, Building Sustainable Societies - World Teacher Day Celebration, October 2015 - Qatar National Conference Center, Doha, Qatar
  • Investigations in Multicultural Mathematics: Integrating Ethnomathematical Ideas in Teaching Mathematics (Keynote address), September 2015 - South Africa
  • TIMSS Results in the Gulf Cooperation Council (GCC), September 2015 - Doha, Qatar
  • Using graph theory to decipher the kinship structure system of Warlpiri culture - Workshop presented for honors graduate Mathematics students at North West University, September 2015 - South Africa
  • Zulu homestead population: Proportionality and rational number concepts applications - Workshop presented for undergraduate pre-service teachers, September 2015 - South Africa
  • Using hybrid instruction in calculus I classroom - 2012 Annual Meeting of the Georgia Academy of Science, 2013 - Kennesaw State University, Kennesaw, GA
  • Math and Art: Describing indigenous cultures - RIMMES Conference, 2013 - Atlanta, GA
  • Exploring ethnomathematics and indigenous knowledge systems through cultural immersion, November 2013 - Johannesburg, South Africa
  • Investigations in ethnomathematics and indigenous mathematical knowledge systems, October 2013 - Columbus, OH
  • Ethnomathematics as a field of study, September 2013 - Atlanta, GA
  • Inv estigations in ethnomathematics: Integrating cultures in teaching and learning, April 2013 - Amsterdamn, Netherlands
  • Cultural mathematics and its role in the school curricula, February 2013 - Missoula, MT
  • Experiencing ethnomathematics and indigenous mathematical knowledge systems through immersion-based learning in trans-cultural settings - International Conference on Africa and its Diaspora, November 2012 - Athensa, GA
  • Integrating Human Values in teaching ethnomathematics, September 2012 - Bangalore, India
  • Teaching for relevance: Incorporating culture in teaching mathematics, December 2011 - Doha, Qatar
  • Using online instructional support in precalculus concepts to advance undergraduate students’ success in calculus - Learning and the Brain Conference, Preparing 21st Century Minds: Using Brain Research to Enhance Cognitive Skills for the Future, November 2011 - Boston, MA
  • Embracing indigenous mathematical knowledge systems - Georgia Council for Teachers of Mathematics Conference (GCTM), October 2011 - Rock Eagle, Eatonton, Georgia
  • The effect of using a research-based curriculum, the Rational Number Project Curriculum on the achievement of students in Middle Eastern and North African (MENA) countries - The Quasi Experimental Design and Analysis workshop, August 2011 - Evanston, IL
  • Investigations in ethnogeometry: Experimenting, conjecturing, and sense making a cross cultural settings - NCTM Summer Institute on High School Mathematics: Infusing the Classroom with Reasoning and Sense Making, July 2011 - Orlando, FL
  • The use of multiple embodiments for teaching rational number concepts: A cross-cultural study - Learning and the Brain Conference: The Science of Student Success: Optimizing Achievement and Reducing failures, May 2011 - Chicago, IL
  • The effect of using multimodal representations on students' fractional knowledge and teachers' self-efficacy: A case study in Lebanon, May 2011 - Doha, Qatar
  • Embodied and situated: The ethnomathematical experience of Lebanese students learning rational number concepts - 2010 International Conference on Mathematics, Science and Technology Education (ISTE 2010), October 2010 - Pretoria, South Africa
  • What does it mean to do ethnomathematics? A study abroad cultural immersion for mathematics teachers - 2010 International Conference on Mathematics, Science and Technology Education (ISTE 2010), October 2010 - Pretoria, South Africa
  • Experiencing the prodigies of ethnomathematics: Immersion-based learning in trans-cultural settings - Georgia Council for Teachers of Mathematics Conference (GCTM), October 2010 - Rock Eagle, Eatonton, Georgia
  • Using PISA (2006) database to examine the effects of time spent on homework on students’ numeracy in the Middle East and North Africa (MENA) countries - NCES/IES 2010 International Database Seminar, August 2010 - Washington, D.C.
  • Exploring ethnomathematics as a pedagogy of humanization - Mentoring Practitioner Research Seminar, March 2010 - Greyville, Durban, South Africa
  • The ethnomathematical case study of Lebanese students using rational number concepts - Thirteenth Consultation of the International Consortium for Research in Science and Mathematics Education (ICRSME XIII), March 2010 - La Manzanilla, Mexico
  • Mathematics for social justice: The effect of teaching fractions in five Lebanese schools using a non-traditional curriculum - Mathematics for Social Justice Conference, April 2008 - Brooklyn, NY
  • Teaching fractions using RNP: The experience of Lebanese students - Minnesota Council of Teachers of Mathematics (MCTM) Annual Meeting & Exposition, April 2008 - Duluth, MN
  • The effect of using Rational Number Project on the achievement of fifth grade students in Lebanese schools - Mathematics Teachers’ Certificate Program, November 2007 - Minneapolis, MN
  • Making change in teaching money - Minnesota Council of Teachers of Mathematics (MCTM) Annual Meeting & Exposition, April 2007 - Duluth, MN
  • The role of collaboration in shifting elementary math teachers’ self-efficacy - National Council of Teachers of Mathematics (NCTM) Annual Meeting & Exposition, March 2007 - Atlanta, Georgia
  • Evaluation capacity building in public schools: Issues, challenges, and new perspectives - Annual Meeting of the American Evaluation Association, November 2006 - Portland, OR
  • Collaborative Evaluation Communities, November 2005 - Minneapolis, MN
  • The computational strategies of young street vendors in Beirut - Science and Math Education Consortium (SMEC) Conference, 2001 - Lebanon
  • The integration of technology in the mathematics classroom: The experience of Kingdom Schools - Science and Math Education Consortium (SMEC) Conference, 2001 - Lebanon
  • The role of representations in teaching mathematics. Professional development seminar for 9-12 teachers, 2001 - Saudi Arabia
  • Meaningful math - Science and Math Education Consortium (SMEC) Conference, 1997 - Lebanon

Selected Contracts, Fellowships, Grants and Sponsored Research

  • Affordances of Indigenous Knowledge for Self-Directed Learning (2015), Grant - National Research Fund (NRF) IKS Ring-Fenced Fund, South Africa
    Chahine, I. (Co-Principal), De Beer, J. (Principal), Cronje, A. (Co-Principal), Van Der Westhuizen, C. (Co-Principal), Nyamapfene, K. (Co-Principal), Van Der Walt, M. (Co-Principal)
  • Knowledge, Interchange & Collaboration (KIC) (2015), Grant - National Research Fund (NRF), South Africa
    Chahine, I. (Co-Principal), De Beer, J. (Principal)
  • Adapting to Trig: Using the ALEKS Adaptive Technology to Improve Students’ Learning and Retention in College Trigonometry (2016), Grant - Georgia State University - STEM Faculty Initiative
    Chahine, I., Grinshpon, M., Fanoe, A.
  • Incorporating “Just in Time” Teaching to Enhance the Lecture/Recitation Format in Calculus (2016), Grant - GSU - STEM Faculty Initiative
    Chahine, I. (Principal), Grinshpon, M., Fanoe, A.
  • Affordances of Indigenous Knowledge for Self - Directed Learning (2015), Grant - National Research Fund (NRF) IKS Ring - Fenced Fund, South Africa
    Chahine, I. (Co-Principal), DeBeer, J. (Principal), Cronje, A. (Co-Principal), Van Der Westhuizen, C. (Co-Principal)
  • Designing an Online Adaptive Tutoring Environment to Enhance Students’ Performance in Undergraduate Mathematics (2014), Grant - Georgia State University - STEM Faculty Initiative
    Chahine, I. (Principal), Belkassim, S., Grinshpon, M.
  • Making Thinking Visible: Establishing the Augmented Reality Immersion Center (ARIC) to support undergraduate and graduate teacher candidates’ research in STEM fields (2014), Grant - Georgia State 2014 Technology Fee Award
    Chahine, I. (Principal), Jiang, Y.
  • Modeling Mathematical Structures in Indigenous 3D Artifacts (2014), Grant - Georgia State University - STEM mini - grant
    Chahine, I., Jiang, Y.
  • Scaffolding Mathematics and Science Teachers Practices to Enhance Middle Level Students' Computational Thinking Skills Using Project - based Learning (2014), Grant - Georgia Department of Education: Improving Teacher Quality State Grants - Title II, Part A
    Chahine, I. (Principal), Jiang, Y., Puvirajah, A.
  • The Effects of Using ViSta on Undergraduate Students’ Achievement in Statistics and the Role of Cognitive and Non - Cognitive Factors in their Achievement (2014), Grant - Georgia State STEM mini - grant
    Chahine, I. (Principal), Zhong, C., Maxwell, K.
  • Building High School Teachers Capacity to Teach Mathematical Modeling Using Technology — Supported Simulations (2013), Grant - Georgia Department of Education: Improving Teacher Quality State Grants - Title II, Part A
    Chahine, I.
  • Investigations in Ethnomathematics: Integrating Cultures in teaching and Learning (2013), Grant - EU - US Atlantis Excellence Mobility Grant
    Chahine, I. (Principal)
  • Study abroad fund to support students’ immersion in Johannesburg, South Africa (2013), Grant - University of Johannesburg, Faculty of Education
    Chahine, I. (Principal)
  • Using Augmented Reality Environment (ARE) to Enhance the Teaching and Learning of Mathematics (2013), Grant - Georgia State 2013 Technology Fee
    Chahine, I. (Principal), Clewley, R.
  • Using Technology - Supported Simulations to teach Mathematical and Scientific Modeling for High School Qatari Teachers (2013), - Middle East Institute & URSA Fund
    Chahine, I. (Principal)
  • Building Technology - Supported Environments for Teaching Undergraduate Mathematics Courses to Early Childhood and Middle Level Prospective Teachers II (2012), Grant - Georgia State STEM mini-grant
    Chahine, I. (Principal), Alexander, M.
  • Teaching Ethnomathematics through Writing (2012), Grant - Writing Across the Curriculum (WAC) Grant, Georgia State University
    Chahine, I.
  • Using Hybrid Instructional Support in Precalculus Concepts to Advance Undergraduate Students’ Success in Calculus II (2012), Grant - Georgia State STEM mini - grant
    Chahine, I. (Principal), Grinshpon, M.
  • Using Online Versus Hybrid Environments to Teach Linear Algebra Courses (2012), Grant - Georgia State STEM mini-grant
    Chahine, I. (Principal), Manzagol, N.
  • Building Technology-Supported Environments for Teaching Undergraduate Mathematics Courses to Early Childhood and Middle Level Prospective Teachers II (2011), Grant - Georgia State STEM mini-grant
    Chahine, I. (Principal), Alexander, M.
  • Enhancing Middle Level Mathematics Teachers’ Understanding of Proportional Reasoning Skills (2011), Grant - Georgia Department of Education: Improving Teacher Quality State Grants - Title II, Part A
    Chahine, I. (Principal), Montiel, M., Junor - Clarke, P., Bayazit, N., Behm - Cross, S., Jett, C.
  • Improving Supplementary Calculus Instruction through Enhanced Coordinated Support of Student Assistants (2011), Grant - Georgia State STEM mini -grant
    Chahine, I. (Co-Principal), Grinsphon, M. (Co-Principal)
  • Monitoring and Assessing Weekly Homework to Improve Student Learning and Success Rates in Calculus Courses (2011), Grant - Georgia State STEM mini-grant
    Chahine, I. (Co-Principal), Grinsphon, M. (Principal)
  • The Role of Precalculus as a Gatekeeper in Determining Success in Calculus I Classes: A Mixed-Method Case Study (2011), Grant - URSA Research Initiation Grant, Georgia State University
    Chahine, I. (Principal), Grinsphon, M.
  • Using Hybrid Instructional Support in Precalculus Concepts to Advance Undergraduate Students’ Success in Calculus (2011), Grant - Georgia State STEM mini-grant
    Chahine, I. (Principal), Grinsphon, M.
  • Mobilizing Education in Qatar towards Success in STEM Fields: A Joint Research Partnership between Georgia State University (GSU) and Qatar University (QU) (2011), - International Strategic Initiatives (ISI) Grant, Georgia State University
    Chahine, I. (Principal), Nasser, R.