Jeenath Rahaman

Areas of Interest & Expertise

  • Mathematics Education
  • Research in Mathematics Education
  • Learning Sciences and Cognition
  • Constructivism, Social Constructivism and Social Interaction
  • Argumentation and Mathematical Reasoning
  • Inactivism and Material Interaction
  • Physical and Digital Learning Resources
  • Multiple Representations
  • Curricular Studies
  • Pedagogical Practices


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).


Chapter in Edited book

Journal Article

Conference Proceedings


  • 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]. 12th 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]. 14th Conference 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/​1​0​.​1​0​0​7/978 – 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://​iee​ex​plore​.ieee​.org/​d​o​c​u​m​e​n​t​/​7​8​14798
  • Rahaman, J. (2012a). An analysis of students’ representation of area and perimeter. [Paper presentation]. 35th 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]. 35th Conference of the Mathematics Education Research Group of Australasia (MERGA), Singapore.