Publications

Chahine, I.C. (in press). Exposing the conscious self: Lived problem solving experience in a socio-cultural context. International Journal of Multicultural Education.

Chahine, I.C. (in press). Ilm Alraml: A case study in mathematizing divination systems using modular arithmetic. Journal of Humanistic Mathematics.

Chahine, I.C., Grinshpon, M. (in press). Using knowledge space theory to explore critical learning paths in calculus. Journal of Progressive Research in Mathematics.

Chahine, I.C., & Subramanian, U. (2017, November). Mathematics on thresholds: Kolams. Journal of Mathematics Teaching in Middle Schools.

Chahine I.C. (2016). Investigating Students’ Perceptions of Indigenous Mathematical Knowledge Systems through Immersion in Transcultural Settings. Journal of Mathematics and Culture, 10 (3), 50-69.

Levi, I., Chahine, I.C., Garrett, L., Wang, H. (2016). Technology, active learning, and retention in general education mathematics. Journal of Computers in Mathematics and Science Teaching, 35(1), 81-105.

Chahine, I.C., & Montiel, F. (2015). Teaching modeling in Algebra and Geometry using musical rhythms: Teachers’ perceptions on effectiveness. Journal of Mathematics Education, 8(2), 126-138.                                                                       

Chahine, I.C., & Khan, F. (2015). Improving 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), 1-20. 

Shockey, T.L, Chahine, I.C. (2015) Book Review. [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), 160-162.

Sanghoon, L., Belkasim, S., Chahine, I.C., & Grinshpon, M. (2014).  A web application for the Knowledge Space Theory analysis: KST Web. International Journal of Engineering Research & Technology (IJERT), 3(9). ISSN: 2278-0181.

Plummer, A., Chahine, I.C. (November 2014). Mathematics lessons from “a place of light”. The Mathematics Teacher: Mathematical Lens, 108(4), pp.254-257.

Garrett, L., Levi I., & Chahine, I.C. (2014). The technology dichotomy: Computer-aided instruction versus conceptual development technology. MathAMATYC Educator, 5(2), 18-25.

Chahine, I.C. (2013 a). 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 b). Delineating the epistemological trajectory of learning theories: Implications for mathematics teaching and learning. Mathitudes, 1(1), 1-18.

Chahine, I.C. (2013 c). 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., & 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), 7-35.

*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.

Naresh, N., & Chahine, I.C. (2013). Reconceptualizing research on workplace mathematics: Negotiations grounded in personal practical experiences. Journal of Research in Mathematics Education, 3(2), 316-342.

Chahine, I.C., & Kinuthia, W., & Maxwell, K. (2013 a). 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), 37-51.

Chahine, I.C., Kinuthia, W. (2013 b). 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), 1-30.

Chahine, I.C., King, H. (2012). Investigating Lebanese teachers’ mathematical, pedagogical and self-efficacy profiles: A case study. Near and Middle Eastern Journal of Research in Education. DOI: http://dx.doi.org/10.5339/nmejre.2012.2

Chahine, I.C. (2011a). Beyond Eurocentrism: Situating ethnomathematics within the history of mathematics narrative. International Journal for Studies in Mathematics Education, 4(2), 35-48.

Chahine, I.C. (2011b). 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. (2011c). 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), 57-81.

Clarkson, L., Robelia, B., Chahine, I.C., Fleming, M., & Lawrenz, F. (2007). Rulers of different colours: Inquiry into measurement. Teaching Children Mathematics, 34-39.

Jurdak, M., Shahin, I.C. (2002). Problem solving activity in the workplace and the school: The case of constructing solids.  Educational Studies in Mathematics, 47, 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, 155-172.

Books:

Chahine, I.C., & De Beer, J. (Eds.) (in press). Evidence-Based Inquiries in Ethno-STEM Research: Investigations in Knowledge Systems across Disciplines and Transcultural Settings. Charlotte, NC: Information Age Publishing Inc.

Chapters in Books (Peer-Reviewed):

Chahine I.C. (2014). Investigating ethnomathematics and indigenous mathematical knowledge systems through cultural immersion. In D. F. Berlin & A. L. White, Initiatives in mathematics and science education with global implications. Columbus, OH: International Consortium for Research in Science and Mathematics Education.

Chahine, I.C. (2013). Ethnomathematics in the classroom: Unearthing the mathematical practices of African cultures. In D. Martin, & J. Leonard (Eds.), The Brilliance of African American Students in Mathematics, (pp. 195-220). Charlotte, NC: Information Age Publishing.

Chahine, I.C. (2011). Learning rational number concepts using a research based curriculum: The ethnomathematical experience of Lebanese students. In A. White & D. Berlin (Eds.), Science and Mathematics: International Innovations, Research, and Practice (pp. 95- 107). Columbus, OH: International Consortium for Research in Science and Mathematics Education.

 Others: White Papers, Research Reports, Etc.

Ghusayni, R., & Chahine, I.C. (2000). The state and education in Lebanon. American University of Beirut, Lebanon. (Arabic Manuscript)

Osta, I., & Chahine, I.C. (1998). Official Lebanese exams and its implication to curriculum policy and application. Hariri Foundation, Lebanon. (Arabic Manuscript)

Osta, I., & Chahine, I.C. (1996). Analysis of geometric models in university students’ Logo procedures, American University of Beirut, Lebanon. (Arabic Manuscript)