Tesha Sengupta-Irving
Tesha Sengupta-Irving
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Developing a Mathematical Vision: Mathematics as a Discursive and Embodied Practice
KD Gutiérrez, T Sengupta-lrving, J Dieckmann
Language and mathematics education: Multiple perspectives and directions for …, 2010
Nature, neglect and nuance: Changing accounts of sex, gender and mathematics
J Boaler, T Sengupta-Irving
Christine Skelton, Becky Francis y Lisa Smulyan (edits.), The Sage Handbook …, 2006
The many colors of algebra: The impact of equity focused teaching upon student learning and engagement
J Boaler, T Sengupta-Irving
The Journal of Mathematical Behavior 41, 179-190, 2016
Not in their name: Re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls
T Sengupta-Irving, S Vossoughi
Race Ethnicity and Education 22 (4), 479-501, 2019
Conceptualizing perseverance in problem solving as collective enterprise
T Sengupta-Irving, P Agarwal
Mathematical Thinking and Learning 19 (2), 115-138, 2017
Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: comparing student-driven with highly guided inquiry
T Sengupta-Irving, N Enyedy
Journal of the Learning Sciences 24 (4), 550-592, 2015
Integrating power to advance the study of connective and productive disciplinary engagement in mathematics and science
P Agarwal, T Sengupta-Irving
Cognition and Instruction 37 (3), 349-366, 2019
Another step forward: Engaging the political in learning
M McKinney de Royston, T Sengupta-Irving
Cognition and Instruction 37 (3), 277-284, 2019
Culturally sustaining pedagogy within monolingual language policy: Variability in instruction
CJ Michener, T Sengupta-Irving, C Patrick Proctor, R Silverman
Language policy 14 (3), 199-220, 2015
Doing things: Organizing for agency in mathematical learning
T Sengupta-Irving
The Journal of Mathematical Behavior 41, 210-218, 2016
Re-storying practice: Using stories about students to advance mathematics education reform
T Sengupta-Irving, E Redman, N Enyedy
Teaching and Teacher Education 31, 1-12, 2013
Affinity through Mathematical Activity: Cultivating Democratic Learning Communities.
T Sengupta-Irving
Journal of Urban Mathematics Education 7 (2), 31-54, 2014
Anticipating change: An exploratory analysis of teachers’ conceptions of engineering in an era of science education reform
T Sengupta-Irving, J Mercado
Journal of Pre-College Engineering Education Research (J-PEER) 7 (1), 8, 2017
Stories of garlic, butter, and ceviche: Racial-ideological micro-contestation and microaggressions in secondary STEM professional development
T Sengupta-Irving, J Tunney, M Macias
Cognition and Instruction 39 (1), 65-84, 2021
Partnerships as mathematical practice: How managing the dual dimensions of collaboration organize community in a low-track algebra class
T Sengupta-Irving
Stanford University, 2009
Positioning and positioned apart: Mathematics learning as becoming undesirable
T Sengupta‐Irving
Anthropology & Education Quarterly 52 (2), 187-208, 2021
STEM and the social good: Forwarding political and ethical perspectives in the learning sciences
T Sengupta-Irving, MMK de Royston
Routledge, 2020
Exploring different theoretical frontiers
DW Stinson, EC Bullock, E Gutstein, I Esmonde, T Sengupta-Irving, ...
Mathematics Education and Society Conference, 133, 2015
Becoming More Mathematical: New Directions for Describing and Designing for Positive Dispositions Toward Mathematics
M Kumar, T Sengupta-Irving, N Enyedy, M Gresalfi, J Langer-Osuna, ...
Boulder, CO: International Society of the Learning Sciences, 2014
Taking on the task of reimagining teacher education: Positioning teachers as emergent learning scientists within complex political and ethical ecologies
N Davis, P Hooper, R Echevarria, A Munoz, S Vossoughi, A Cortez, ...
International Society of the Learning Sciences (ISLS), 2020
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