Dr. Arsenault joins UTEP from The University of Texas at Austin (UT Austin), where she completed her doctoral degree in special education with a focus on language and communication in mathematics. During her time at UT Austin, she worked as a graduate research assistant on research projects related to data-based individualization for middle school students with mathematics difficulty and word-problem intervention development for elementary school students with mathematics difficulty. She earned a master’s degree in special education from Vanderbilt University and a bachelor’s degree (cume laude with honors) in human development, linguistics, and education from The University of California, San Diego. Her background in student learning and education intervention has led to consulting work as a content writer for Amplify and developing math-specific learning modules. Dr. Arsenault is a member of the Council for Exceptional Children – the Division for Learning Disabilities and the Division for Research. She is also a member of the Mathematics Cognition and Learning Society.

• Ph D in Special Education, The University of Texas at Austin (2024)
• M.Ed in Special Education , Vanderbilt University, Peabody College of Education & Human Development (2015)
• BA in Human Development, Linguistics, and Education, The University of California, San Diego (2013)

• The NCTM/CEC Position Statement on Teaching Mathematics to Students with Disabilities: What's in It and What's Not Research in Special Education 2 (2025), Sarah R. Powell, Marcia A. Barnes, Jenny Root, Elizabeth M. Hughes, Leanne Ketterlin-Geller, Gena Nelson, Megan Rojo, David H. Allsopp, Bradley Witzel, Jonte Myers, Margaret M. Flores, Erica Lembke, Matthew K. Burns, Jessica Namkung, Brian Poncy, Robin Parks Ennis, Lisa L. Morin, Tessa Arsenault, Christian T. Doabler, Vannessa Hinton, Rajiv Satsangi, Jennifer Kong, Bree Jimenez, Kaitlin Bundock, Robin S. Codding, Sarah G. King, Scott Dueker, Genesis Arizmendi, Deidre Gilley, Tasia Brafford, Elizabeth A. Stevens, Ben Clarke, Paul J. Riccomini, Corey Peltier.
• Language predictors of word-problem performance among third-grade students with mathematics difficulty Journal of Learning Disabilities (2025), Danielle O. Lariviere, Sarah R. Powell, Anna-Maria Fall, Greg Roberts, Tessa L. Arsenault.

• Investigating two approaches to supporting students’ multi-step word-problem solving: Insights for remediation (2025), Volume Denver, CO, Katherine A. Berry, Sarah R. Powell, Grace P. Douglas, Alison M. Hardy, Tessa L. Arsenault.
• Understanding Words in Word Problems: Language Supports in Word-Problem Solving (2025), Volume Baltimore, MD, Danielle O. Lariviere, Tessa L. Arsenault, Alison M. Hardy.
• Using schema-based instruction to support Tier-2 students with math word problems (2025), Volume Baltimore, MD, Katherine A. Berry, Sarah R. Powell, Tessa Arsenault, Jessica Mao, Yacine A. Sarr.
• Mastering math writing: Including math writing in a word-problem intervention for students with math difficulty (2025), Volume Baltimore, MD, Tessa L. Arsenault.
• An analysis of word problems on state assessments: Informing intervention and instruction (2025), Volume San Diego, California, Danielle O. Lariviere, Elizabeth A. Stevens, Syeda S. Akther, Natalie R. Patton, Alison M. Hardy, Tessa L. Arsenault.

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