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Iman Chahine

Assistant Professor    Coordinator-MED MTE Program    
Ph.D. in Curriculum & Instruction
M.A. in Mathematics Education
Teaching Certification, K-12 Mathematics
B.S. in Mathematics
Ethnomathematics; Indigenous Mathematical Knowledge Systems; Situated Cognition

Iman Chahine is an assistant professor of Mathematics Education in the Department of Middle and Secondary Education in the College of Education and an affiliate faculty at the Middle Eastern Institute at Georgia State University. She’s also the director of three study abroad programs in Morocco, South Africa, and Brazil and an appointed Special Research Faculty at the University of Johannesburg, South Africa. Chahine has worked as an educational consultant and taught mathematics for over twenty years in several countries in the Middle East and the United States. She is currently the principal investigator on several STEM and Title II Improving Teacher Quality grants. She is also mentoring 18 Ph. D. students who are completing their doctoral studies in the field of Mathematics Education. Chahine has published her scholarship in many peer-reviewed journals and presented her work in national and international conferences. Her research and teaching interests include Ethnomathematics, Indigenous Knowledge Systems, Situated Cognition, and Mathematical Modeling in nonconventional settings. Chahine received the GSU Instructional Innovation Award in 2012 and the GSU Global Engagement Award in 2013.


Chahine, I.C. (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), 434-449.
Chahine, I.C. (2013). Delineating the Epistemological Trajectory of Learning Theories: Implications for Mathematics Teaching and Learning. Mathitudes, 1(1), 1-18.
*Maxwell, K., & Chahine, I.C. (2013). Cultural immersion and mathematics teacher education: Explorations in Morocco and South Africa. Journal of Humanistic Mathematics, 3(2), Article 4.
Chahine, I.C. (2013). Towards an Engaged Pedagogy: Bell Hooks Manifesto and the Teaching and Learning of Mathematics. Global Journal of Human Social Sciences,13( 10), 23-26.
Chahine, I.C., & Kinuthia, W. (in press). 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. 27 pages.
Naresh, N., & Chahine, I.C. (in press). Reconceptualizing research on workplace mathematics: Negotiations grounded in personal practical experiences. International Journal for Research in Mathematics Education. 33 pages.
Chahine, I.C., Kinuthia, W. (in press). Juxtaposing form, function, and social symbolism: An ethnomathematical analysis of indigenous technologies in the Zulu culture of South Africa. Journal of Mathematics and Culture.
Chahine, I.C. (2012). Investigating Lebanese teachers’ mathematical, pedagogical and self-efficacy profiles: A case study. Near and Middle Eastern Journal of Research in Education. DOI:

Chahine, I.C. (2011). Beyond Eurocentrism: Situating ethnomathematics within the history of mathematics narrative. International Journal for Studies in Mathematics Education, 4(2), 35-48.
Chahine, I.C. (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), 47-59.
Chahine, I.C. (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), 11-13.
Chahine I.C., 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), 29-38.
McQueen, M., Goings, C., Shaheed, S., & Chahine, I.C. (2010).Voices, echoes, and narratives: Multidimensional experiences of three teachers immersed in ethnomathematical encounters in Morocco. Journal of Urban Mathematics Education, 3(2), 47-56.
Chahine, I.C., 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.
Clarkson, L., Robelia, B., Chahine, I.C., Fleming, M., & Lawrenz, F. (2007). Rulers of different colours: Inquiry into measurement. Teaching Children Mathematics, pp. 34-39.
Jurdak, M., Shahin, I.C. (2001). Problem solving activity in the workplace and the school: The case
of constructing solids. Educational Studies in Mathematics, 47, pp. 297-315.
Jurdak, M., Shahin, I.C. (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.

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