Jeenath Rahaman

Bio

Jeenath Rahaman is a doctoral student at HBCSE, working in the field of Mathematics Education and Cognition. Broadly her research work is an attempt to integrate the perspectives from the field of cognitive science and mathematics education to understand students’ learning of the mathematical concepts. Her dissertation work is about understanding students' conception of area measurement. Her research can be broadly classified into three strands: exploratory study, classroom-based study, and experimental study. The exploratory studies are done to understand the nature of students' conception of area measurement, while in the classroom based study, an instructional sequence is designed to understand how students construct the concept of area measurement in a classroom setting, and the experimental study is done to investigate how manipulatives supports the learning of area-measurement using eye-tracker as a data collection tool. Jeenath is also an active resource person for conducting workshops on learning mathematics using different physical and digital resources for teachers and students.

Research Areas

model-based learning, physically-distributed learning, enactable analogies, process analysis

measurement, multiplicative thinking, proportional reasoning, spatial thinking, geometry and fractions

Projects

• Students' conception of area measurement

Publications

• Rahaman, J., Agarwal, H., Srivastava, N., & Chandrasekharan, S. (under review). Mutable concepts and enactable analogies: how manipulatives help in learning area. Cognitive Science.
• Rahaman, J., & Subramaniam, K. (2016). Constructing The Concept Of Area Measurement in a Classroom. In Proceedings of the Thirteenth Conference of International Congress of Mathematics Education, Hamburg: ICME.
• Chandrasekharan, S., Date, G., Pande, P., Rahaman, J., Shaikh, R., Srivastava, A., Srivastava, N. & Agrawal, H. (2015). Eye to I: Males Recognize Own Eye Movements, Females Inhibit Recognition. Presented in proceedings 37th 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 Nagarjuna G., 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, Margao, India: CinnamonTeal Publishing.
• Rahaman, J., Subramaniam, K. & Chandrasekharan, S. (2012). Exploring the connection between Multiplicative thinking and the Measurement of area. In Proceedings of the Twelfth Conference of International Congress of Mathematics Education, Seoul: ICME.
• Rahaman, J. (2012). An Analysis of Students' Representation of Area and Perimeter, Presented in 35th Conference of the Mathematics Education Research Group of Australasia, Singapore: MERGA.
• Rahaman, J. (2012). An Analysis of Students' Strategies for Area Measurement and its Curricular Implications, Poster presented in 35th Conference of the Mathematics Education Research Group of Australasia, Singapore: MERGA.
• Rahaman, J. (2011). An Analysis of Students' Strategies for Area Measurement and its Curricular Implications. Presented in proceedings of the 46th Annual Conference of the Association of Mathematics Teachers of India (AMTI), Baramati, India.
• Rahaman, J. (2011). An Analysis of Students' Representation of Area and Perimeter, Presented in Western Regional Conference of the National Initiative on Mathematics Education (NIME, 2011-12), IISER, Pune.
• Srinivas, S., Khanna, S., Rahaman, J., & Kumar, V. (2016, December). Designing a Game-Based Learning Environment to Foster Geometric Thinking. In Technology for Education (T4E), 2016 IEEE Eighth International Conference on (pp. 72-79). IEEE