| Integrating power to advance the study of connective and productive disciplinary engagement in mathematics and science P Agarwal, T Sengupta-Irving STEM and the Social Good, 73-90, 2020 | 98 | 2020 |
| 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 | 94 | 2019 |
| 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 | 88 | 2016 |
| 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 | 85 | 2010 |
| Conceptualizing perseverance in problem solving as collective enterprise T Sengupta-Irving, P Agarwal Mathematical thinking and learning 19 (2), 115-138, 2017 | 75 | 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 | 63 | 2015 |
| Nature, neglect and nuance: Changing accounts of sex, gender and mathematics J Boaler, T Sengupta-Irving The SAGE handbook of gender and education, 207-220, 2006 | 58 | 2006 |
| Another step forward: Engaging the political in learning M McKinney de Royston, T Sengupta-Irving Cognition and Instruction 37 (3), 277-284, 2019 | 54 | 2019 |
| Culturally sustaining pedagogy within monolingual language policy: Variability in instruction CJ Michener, T Sengupta-Irving, C Patrick Proctor, R Silverman Language policy 14, 199-220, 2015 | 44 | 2015 |
| Doing things: Organizing for agency in mathematical learning T Sengupta-Irving The Journal of Mathematical Behavior 41, 210-218, 2016 | 40 | 2016 |
| Affinity through Mathematical Activity: Cultivating Democratic Learning Communities. T Sengupta-Irving Journal of Urban Mathematics Education 7 (2), 31-54, 2014 | 23 | 2014 |
| 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 | 23 | 2013 |
| Positioning and positioned apart: Mathematics learning as becoming undesirable T Sengupta‐Irving Anthropology & Education Quarterly 52 (2), 187-208, 2021 | 19 | 2021 |
| 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), 108-122, 2017 | 19 | 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 | 13 | 2021 |
| Gender equity and mathematics education J Boaler, T Sengupta-Irving Encyclopedia of diversity in education, 973-976, 2012 | 10 | 2012 |
| Prolepsis & telos: Interpreting pedagogy and recovering imagination in the mediation of youth learning T Sengupta-Irving, L Vogelstein, C Brady, E Phillips Galloway Journal of the Learning Sciences 32 (2), 211-249, 2023 | 5 | 2023 |
| Aspiring for equity: Perspectives from design of AI education B Walsh, B Dalton, S Forsyth, E Haberl, J Smilack, T Yeh, H Zhang, I Lee, ... Proceedings of the 16th International Conference of the Learning Sciences …, 2022 | 5 | 2022 |
| STEM and the social good: Forwarding political and ethical perspectives in the learning sciences T Sengupta-Irving, MMK de Royston Routledge, 2020 | 5 | 2020 |
| The blogosphere as representational space R Alterman, BL Gunnarsson International Society of the Learning Sciences, 2013 | 5 | 2013 |
