Tesha Sengupta-Irving

Tesha Sengupta-Irving
University of California, Berkeley | UCB · Graduate School of Education

PhD Education (Mathematics Education)

About

22
Publications
8,916
Reads
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226
Citations
Introduction
My research critically explores pedagogy that promote disciplinary learning and community in racially and linguistically diverse mathematics classrooms. My prior experiences as an electrical engineer (B.S.E.E. University of Illinois, Urbana-Champaign) and secondary mathematics teacher (Compton Unified School District) ground my commitment to redress racial, class and gender inequities in eduction. Assistant Professor, School of Education Affiliate, Gender & Sexuality Studies
Additional affiliations
July 2016 - present
Vanderbilt University
Position
  • Professor
July 2011 - July 2016
University of California, Irvine
Position
  • Professor
February 2009 - July 2011
UCLA Lab School
Position
  • Assistant Director of Research
Education
September 2003 - January 2009
Stanford University
Field of study
  • Education
September 1994 - January 1999
University of Illinois, Urbana-Champaign
Field of study
  • Electrical Engineering

Publications

Publications (22)
Article
Full-text available
This article investigates why students reported liking a student-driven learning design better than a highly guided design despite equivalent gains in knowledge assessments in both conditions. We created two learning designs based on the distinction in the literature between student-driven and teacher-led approaches. One teacher assigned each of he...
Article
Neoliberal logics, a form of racial capitalism, adjudicate children as smart, able, and desirable (or not) in schools. I explore the social processes and structural arrangements by which such logics position a Latina mathematics student as “undesirable” in her class. Drawing on data collected over a year, the analysis lays bare how undesirability i...
Article
Heterogeneity is fundamental to learning and when leveraged in instruction, can benefit racially minoritized children. However, finding ways to leverage heterogeneity toward disciplinary teaching is a formidable challenge and teachers can benefit from targeted support to recognize heterogeneity in STEM, and its relationship to race and racism in di...
Article
Full-text available
This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-scho...
Article
Full-text available
Engle and Conant’s productive disciplinary engagement (PDE) framework has significantly advanced the study of learning in mathematics and science. This artilce revisits PDE through the lens of critical education research. Our analysis synthesizes two themes of power: epistemic diversity, and historicity and identity. We argue that these themes, whe...
Article
Full-text available
While integrating engineering into science education is not new in the United States, technology and engineering have not been well emphasized in the preparation and professional development of science teachers. Recent science education reforms integrate science and engineering throughout K–12 education, making it imperative to explore the concepti...
Article
Full-text available
Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to p...
Conference Paper
Full-text available
Stinson, D. W., & Bullock, E. C. (2015). Exploring different theoretical frontiers – A symposium (Presenters: Drs. I. Esmonde, E. Gutstein, T. Sengupta-Irving, D. Martin, & N. Shah; Discussant: Dr. R. Gutiérrez). In S. Mukhopadhyay & B. Greer (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (MES8, Vol. 1,...
Article
Full-text available
As a learning scientist and former secondary mathematics teacher, her research interconnects the study of mathematical learning, peer collaboration , and issues of power in culturally and linguistically diverse classrooms. In this article, the author demonstrates how a broader view of what shapes affinity is ideologically and practically linked to...
Article
Full-text available
This symposium brings together researchers interested in studying mathematical proficiency through a focus on students' dispositions toward mathematics-their ideas and affect about mathematics and their patterns of engagement with it. While dispositions are useful for connecting important aspects of students' proficiency, they are also broad and ch...
Data
Full-text available
We apply a literary definition of story (struggle, protagonist, and resolution) to an American primary school teacher's reflections on experimenting with new teaching practices. This definition makes issues of equity explicit and revealed what the teacher saw as possible for changing her practice. By re-storying her stories e offering evidence from...
Article
This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S. elementary classrooms juxtaposes restrictive educational language policies with the theoretical principles of culturally sustaining pedagogy to explore a gap in our understanding of how teachers reflect educational language policies in the range of pe...
Chapter
Full-text available
The possibility that mathematics achievement is influenced by a student's gender (as male or female) has been examined for more than half a century in many countries around the world. The evidence collected from different countries makes it clear that differences in mathematics performance between females and males reflect social, economic, and edu...
Book
Full-text available
This chapter examines major lines of inquiry in mathematics education through the prism of cultural historical activity theory, focusing on the lan-guage and discursive practices in the teaching and learning of school math-ematics. We make an analytic distinction between the language in and of mathematics learning in classrooms, noting the pitfalls...
Chapter
Full-text available
This chapter examines major lines of inquiry in mathematics education through the prism of cultural historical activity theory, focusing on the language and discursive practices in the teaching and learning of school mathematics. We make an analytic distinction between the language in and of mathematics learning in classrooms, noting the pitfalls o...
Chapter
As we survey the landscape of gender and mathematics relationships in various countries of the world, it is clear that we have reached an interesting and important time. In many countries, differences in girls' and boys' mathematics achievement that used to prevail have been eradicated. This is a significant achievement reflecting, in part, increas...

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