Tesha Sengupta-Irving earned a B.S. in Electrical Engineering from the University of Illinois at Urbana-Champaign. After working in industry, she became a mathematics teacher who first worked with incarcerated youth and adults seeking a G.E.D, then later with secondary students in the Compton Unified School District in California. She completed a PhD in Mathematics Curriculum & Teacher Education at Stanford University, where she was awarded the Stanford Graduate Fellowship, Spencer Research Grant and Spencer Dissertation Fellowship. She completed her postdoctoral studies at the UCLA Graduate School of Education & Information Sciences, where she also served as the Assistant Director of Research for the UCLA Lab School. Prior to joining the UC Berkeley faculty, Tesha held academic positions at UC Irvine's School of Education and Vanderbilt University's Peabody College of Education.
Dr. Sengupta-Irving’s research explores the social, cultural, disciplinary, and political dimensions of children’s collaborative mathematics learning. Broadly, her work asks a deceptively simple question: What, in addition to mathematics, do children learn when they learn mathematics? Through teaching experiments, long-term ethnographic study, and microanalyses of children’s talk, activity, and interactions, she seeks to understand the design conditions (curricular, pedagogical, social) under which racially minoritized children express a language of joy, respect, dignity, collectivity, and new possibilities for mathematics learning. Her work thus creates a necessary foothold and language for resisting neoliberal mathematics education as a stratifying project of race, class, and gender in the everyday lives of youth in schools.
Agarwal, P., & Sengupta-Irving, T. (2019). Integrating Power to Advance the Study of Connective and Productive Disciplinary Engagement in Mathematics and Science. Cognition and Instruction, 1-18.
Sengupta-Irving, T., & Vossoughi, S. (2019). Not in their name: re-interpreting discourses of STEM learning through the subjective experiences of minoritized girls. Race Ethnicity and Education, 22(4), 479-501.
Sengupta-Irving, T., & Agarwal, P. (2017). Conceptualizing perseverance in problem solving as collective enterprise. Mathematical Thinking and Learning, 19(2), 115-138.
Sengupta-Irving, T. (2016). Doing things: Organizing for agency in mathematical learning. The Journal of Mathematical Behavior, 41, 210-218.
Sengupta-Irving, T., & Enyedy, N. (2015). Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: Comparing student-driven with highly guided inquiry. Journal of the Learning Sciences, 24(4), 550-592.