Collaboration & Complex Instruction (CI)
Funded by a Spencer Foundation Fellowship, this yearlong ethnographic study explored the use of inclusive pedagogy (CI) in a low-track Algebra class of racially minoritized students. I explored students’ experiences of CI, and the dynamics of racial stratification in the math program and community.
Collaboration & Problem Solving
While math practice standards describe individual fluency, this study explored children’s engagement in practices from a stance of collectivity. Using pre-Algebra tasks designed for multiple strategies, I explored the relationship between task design, productive struggle, and the processes and outcomes of problem solving.
A Comparative Case of Learning
This teaching experiment engages longstanding debates over discovery and direct learning. Designed to compare a teacher’s use of guided vs. student inquiry in an elementary data and statistics unit, the study compared children’s fluency in concepts and practices, and affective responses to learning.
Related Publications
- Sengupta-Irving, T. (accepted). Positioning and positioned apart: Mathematics learning as becoming undesirable. Anthropology & Education Quarterly.
- 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. & 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.
