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 the editor of Journal of Mathematics & Culture and an associate professor of Mathematics Education at the Department of Middle and Secondary Education. She is also an affiliate faculty member at the Middle East Institute at Georgia State University and an appointed special research faculty at the University of Johannesburg, South Africa.
Chahine is the program coordinator of the Mathematics Education Master’s programs. She also worked on the Collaborative Evaluation Community Project, a National Science Foundation (NSF) funded project that was created through collaboration between the University of Kansas and the University of Minnesota and aimed at building partnerships between school teachers, university professors and graduate students.
Chahine received the STaR 2010 Fellowship, a program that is funded by National Science Foundation to recognize outstanding research in mathematics education. She is also the recipient of several national and international awards for her research on ethnomathematics and indigenous mathematical knowledge systems, the 2018 Eastern Educational Research Association (EERA) Senior Scholar Award, the 2016 Fuchs Foundation Award for her Indigenous Knowledge Systems Project in South Africa, the 2013 GSU Global Engagement Award, and the 2012 GSU Instructional Innovation Award.
She has several STEM mini-grants as well as four (4) Title II Teacher Quality Grants from the Georgia Department of Education to enhance mathematics education, particularly in high need schools.
Chahine has published in peer-reviewed premier journals and newsletters including Educational Studies in Mathematics (1999, 2002); Journal of Humanistic Mathematics (2013, 2018), Journal of Mathematics Teaching in Middle Schools(2017), International Journal for Studies in Mathematics Education (2011); Teaching Children Mathematics(2007); Journal of Urban Mathematics Education (2010); Near and Middle Eastern Journal of Research in Education(2014); Journal of Mathematics Education (2015); The Journal of Mathematical Behavior (2013), Latin American Journal of Ethnomathematics (2013), Indilinga: African Journal of Indigenous Knowledge Systems (2013) and International Study Group on Ethnomathematics (2011).
Her research and teaching interests include modeling indigenous knowledge systems; ethnomathematics; embodied and situated cognition; neurocognitive and multimodal learning; and problem solving in nonconventional settings.
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 colors: 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.