Jeenath Rahaman

Jeenath has been working in the field of Mathematics Education and Mathematics Education Research (MER) for more than a decade. After completing her Bachelor of Science (BSc) in Mathematics and Master of Science (MSc) in Applied Mathematics, she became curious about the abstract nature of Mathematics and wanted to work towards making it more meaningful and accessible.

This keen interest motivated her to pursue her PhD in the domain of Mathematics education. She got her doctorate in the field of Mathematics Education from Homi Bhabha Centre for Science Education (HBCSE), a National Centre of the Tata Institute of Fundamental Research (TIFR), Mumbai.

She has worked as a Senior Research Associate in the Connected Learning Initiative (CLIx) of the Centre for Education Innovation and Action Research (CEIAR) at Tata Institute of Social Sciences (TISS), Mumbai from 2015 to 2019. She was extensively involved in the design and development of different Mathematics modules involving both digital and non-digital resources.

She was involved in the research and implementation of these modules in government schools across four different states of India. She has contributed to the content development of online courses for Mathematics teachers and has conducted several workshops for teachers across India.

She has worked as a Research Fellow for the Connected Learning for STEM (CL4STEM) Project at the Centre of Excellence in Teacher Education (CETE), TISS, Mumbai (2022). The project extended the research and innovations of professional development tried in India to new country contexts of Bhutan, Nigeria, and Tanzania through a South-South collaboration with institutions for teacher education. The project developed Open Educational Resources (OERs), curated and adapted to local contexts, and integrated Technological Pedagogical Content Knowledge (TPACK) and inclusive education for newly qualified teachers, which was offered as certificate courses on the Moodle platform.

She has worked as a co-instructor for several courses offered at TISS, Mumbai, for example, Mathematics Education for MA students (2019), an online course offered under Reflective Teaching with Information Communication Technology (RTICT) on the TISS platform for teachers and practitioners (2019−2021) and Pedagogy of Mathematics Education for BEd and MEd students (2022).

Publications

Chapter in Edited book

Sacristán, A. I., Rahaman, J., Srinivas, S. & Rojano, T. (2021). Technology integration for mathematics education in developing countries, with focus on India and Mexico. In A. Clark-Wilson, A. Donevska-Todorova, E. Faggiano, J. Trgalová & H.-G. Weigand (Eds.), Mathematics Education in the Digital Age: Learning Practice and Theory. Routledge. https://doi.org/10.4324/9781003137580 – 12

Journal Article

Rahaman, J., Agrawal, H., Srivastava, N., & Chandrasekharan, S. (2018). Recombinant enaction: Manipulatives generate new procedures in the imagination, by extending and recombining action spaces. Cognitive Science, 42(2), 370 – 415. https://doi.org/10.1111/cogs.12518

Conference Proceedings

Karnam, D., & Rahaman, J. (2019). Turbulence in the nature of mathematics: way ahead for math education research. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43^rd Conference of the International Group for the Psychology of Mathematics Education: Vol. 4 (pp. 54). https://www.up.ac.za/media/shared/705/pme43/Proceedings/PME43Volume-4-proceedings-oc_pp.pdf
Srinivas, S., Rahaman, J., Kumar, R. & Bose, A. (2019). Analysing role of language in students’ conception of parallel lines. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43^rd Conference of the International Group for the Psychology of Mathematics Education: Vol. 3 (pp. 327 – 334). https://www.igpme.org/wp-content/uploads/2019/07/PME43-proceedings.zip
Kumar R.S., Srinivas, S., Bose, A., Rahaman, J., Thakur, S, & Bapat, A. (2019) Examining Knowledge demands for teaching class inclusion of quadrilaterals. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43^rd Conference of the International Group for the Psychology of Mathematics Education: Vol. 2 (pp. 504 – 510). https://www.igpme.org/wp-content/uploads/2019/07/PME43-proceedings.zip
Bose, A., Rahaman, J., Kumar, R., Thakur, S., & Bapat, A. (2019). Fostering proportional reasoning using an ICT blended module. In M. Graven, H. Venkat, A. Essien & P. Vale (Eds.), Proceedings of the 43^rd Conference of the International Group for the Psychology of Mathematics Education: Vol. 4 (p.14). https://www.igpme.org/wp-content/uploads/2019/07/PME43-proceedings.zip
Kumar, R., Bapat, A., Rahaman, J., Bose, A. (2019). Teachers’ and students’ constructions using Turtle LOGO. In Graven, M., Venkat, H., Essien, A. & Vale, P. (Eds), Proceedings of the 43^rd Conference of the International Group for the Psychology of Mathematics Education: Vol 4 (p.155). https://www.igpme.org/wp-content/uploads/2019/07/PME43-proceedings.zip
Rahaman, J., Bose, A., Kumar, R., & Bapat, A. (2018). Transforming textbook geometry using new technology. In H.G. Weigand, A. Clark-Wilson, A. Donevska (Eds.), Proceedings of the Fifth ERME TOPIC CONFERENCE (ETC 5) on Mathematics Education in the Digital Age (MEDA) (p.321). http://erme.site/wp-content/up…
Bapat, A., Khanna, S., Srinivas, S., Thirumalai, B., Kumar, R., Rahaman, J., Chougale, S., & Bose, A. (2017). Facilitating geometry learning through blended curriculum. In B. Kaur, W.K. Ho, T.L. Toh, & B.H. Choy (Eds.), Proceedings of the 41^st Conference of the International Group for the Psychology of Mathematics Education: Vol. 2 (p. 5). https://www.igpme.org/wp-content/uploads/2019/05/PME41-2017-Singapore.zip
Chandrasekharan, S., Date, G., Pande, P., Rahaman, J., Shaikh, R., Srivastava, A., Srivastava, N. & Agrawal, H. (2015). Eye to I: Males recognise own eye movements, females inhibit recognition. Proceedings of the 37^th Annual Cognitive Science Society Meeting, CogSci 2015, Pasadena, California, USA.
Rahaman, J., Subramaniam, K. & Chandrasekharan, S. (2013). A network model of the mathematical concept of area. In G. Nagarjuna, A. Jamakhandi, and E. M. Sam (Eds.), Proceedings of epiSTEME‑5: Third International Conference to Review Research on Science, Technology and Mathematics Education (pp. 300 – 306).
Rahaman, J., Subramaniam, K. & Chandrasekharan, S. (2012). Exploring the connection between multiplicative thinking and the measurement of area. In Proceedings of the 12^th Conference of International Congress of Mathematics Education, Seoul.

Presentations

Rahaman, J. & Ramchand, M. (2023, February 18 – 23). STEM pedagogical innovations for teacher professional development: A case of localisation in three countries from the Global South. [Paper presentation]. Comparative and International Education Society (CIES), Washington DC, United States of America.
Rahaman, J (2022, December 9 – 11). Contextualization & adaptation of STEM pedagogical innovations in three Global South countries. [Paper presentation]. 12^th International Comparative Education Society of India (CESI) Conference, Hyderabad, India.
Santra, I., & Rahaman, J. (2021, July 11 – 18). Role of “error” in teaching-learning measurement. [Paper presentation]. 14^thConference of International Congress of Mathematics Education, Shanghai.
Rahaman, J., & Kashyup, B. (2019). गणित शिक्षण में अस्पष्टता की भूमिका. [Seminar]. गणित शिक्षण : अपेक्षाएं और चुनौतियां. The Department of Education, University of Delhi.
Bapat, A., Bose, A., Kumar, R., & Rahaman, J. (2018). Revisiting proportional reasoning trajectory using a blend of technology and discursive practice. [Paper presentation]. Connected Learning at Scale: An International Symposium. Tata institute of Social Sciences (TISS), Mumbai.
Rahaman, J., & Subramaniam, K. (2016). Constructing The Concept Of Area Measurement in a Classroom. [Paper presentation]. Thirteenth Conference of International Congress of Mathematics Education (ICME), Hamburg, Germany. https://doi.org/10.1007/978 – 3‑319 – 62597-3_1
Srinivas, S., Khanna, S., Rahaman, J., & Kumar, V. (2016, December 02 – 04). Designing a game-based learning environment to foster geometric thinking. 2016 IEEE Eighth International Conference on Technology for Education (T4E), Mumbai, India (pp. 72 – 79). Institute of Electrical and Electronics Engineers (IEEE). https://ieeexplore.ieee.org/document/7814798
Rahaman, J. (2012a). An analysis of students’ representation of area and perimeter. [Paper presentation]. 35^th Conference of the Mathematics Education Research Group of Australasia (MERGA), Singapore.
Rahaman, J. (2012b). An analysis of students’ strategies for area measurement and its curricular Implications. [Short Communication]. 35^th Conference of the Mathematics Education Research Group of Australasia (MERGA), Singapore.