The School of Arts & Sciences

Iman Osta

Dr. Iman Osta is an associate professor of mathematics education in the Department of Education. She served as assistant dean of the School of Arts and Sciences from October 2014 to September 2018. She also chaired the Department of Education from October 2010 to September 2012. Dr. Osta was an education faculty member at the American University of Beirut from 1990 to 1999, after which she joined LAU.

Throughout her career, she has taught graduate courses in mathematics education, curriculum design, research methodology, educational technology and others, as well as undergraduate courses in the fields of pre- and in-service teacher preparation for teaching mathematics at all grade levels, as well as technology for teachers. She recently created and developed the specialty courses of the STEM education emphasis under LAU’s MA in Education program, the first and unique degree granting program in STEM education in Lebanon and the region.

Since 1990, Dr. Osta has conducted many workshops for teachers (problem solving, teaching of geometry, number sense and mental math, technology in teaching mathematics, meaningful learning of math, motivation in math classes, connecting math to life, representations in math teaching and learning, educational assessment, and others). From 2007 to 2011, she led and worked on a collaborative project with Michigan State University for developing three gender-sensitive courses in Educational Technology for teachers.

She has published research work on the use of computer technology in the teaching and learning of geometry, on student learning assessment and curriculum evaluation, and on the learning of algebra. In fall 2013, she became affiliated to the University of Maryland as a Fulbright Visiting Scholar to conduct research in collaboration with the team of the Mathematics Education Center at the University.

Dr. Osta’s interests include Islamic Art geometric patterns (rosettes and mandalas), listening to oriental and Middle Eastern music, and reading on history of art.

Selected publications

  1. Chartouny, M.; Osta, I. & Abou Raad, N. (2019). A model of the instrumentation process in dynamic geometry. A paper presented at CERME 11. In Proceedings of the 11th Congress for the European Research in Mathematics Education (CERME 11). Utrecht, The Netherlands. 6-10 February, 2019.
  2. Osta, I. (2018). The Math Curriculum Reform in Lebanon: Achievements, problems and challenges. Paper presented in a Plenary Panel. In R. Vithal & Y. Shimizu (Eds), School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities, Proceedings of the 24th ICMI Study Conference (pp. 93-100). Tsukuba, Japan, 25 – 30 Nov. 2018.
  3. Osta, I., Chaaban, F. (2018). TPACK characteristics of elementary math teachers (Abstract). Proceedings of the 10th Annual International Conference on Education and New Learning Technologies (EDULEARN 18). Palma De Mallorca, Spain, 2-4 July 2018.
  4. Chartouny, M.; Osta, I. & Abou Raad, N. (2017). A framework for failed proving processes in a dynamic geometry environment. In Aldon, G.; Hitt, F.; Bazzini, L. & Gellert, U. (eds.), Mathematics and Technology (chap. 9, 51p.). Springer.
  5. Shatila, H.; Habre, S. & Osta, I., (2016). Effects of technology-aided multiple-representations approach on students’ understanding of derivatives. Proceedings of the 28th International Conference on Technology in Collegiate Mathematics. Atlanta, 2016.
  6. Osta, I. (2014). Mathematics Curriculum Evaluation. In S. Lerman (ed.), International Encyclopedia of Mathematics Education (3600 words). Springer, Netherlands.
  7. Osta, I. (2012). Teaching Methods as Reflected by Course Syllabi of Teacher Preparation Programs in some of the Major Universities in Lebanon. Pedagogical Research, 22, 79-101.
  8. Sakr, R.; Nabhani, M. & Osta, I. (2009). Description and Evaluation of the Literacy Library Program in a Lebanese School: A Case Study. School Libraries Worldwide, 15(1), 28-44.
  9. Afra, N., Osta, I., & Zoubeir, W. (2009). Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies. International Journal of Science and Mathematics Education, 7(1), 103-132.
  10. Osta, I. (2009). From physical model to proof for understanding via DGS: Interplay among environments. In Proceedings of the Tenth International Conference on “Models in Developing Mathematics Education” (pp. 464-468), 11-17 September 2009, Dresden, Germany. Available on the Conference  website:

Academic degrees

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