Academic Title

Professor

Contact Information

Admin. Support

Program Affiliations

CTE: Mathematics Education

CTE: Teacher Education

CTE: MA

(MA) STEP

- PhD (Mathematics Education) King's College, London University. (1996)
- MA (Mathematics Education) King's College, London University (1991)
- BSc (Psychology) Liverpool University (1985)

- Assistant Professor, 1998-2000
- Associate Professor 2000-2006
- Professor 2006-2006
- Professor 2010 - present

- Teacher of Mathematics, Inner London comprehensive schools (ages 11-18)
- Deputy Director Mathematics Assessment Team, King's College, London
- Lecturer, Mathematics Education, King's College London
- Fellow, Center for Advanced Study in the Behavioral Sciences (2004-2005)
- Marie Curie Professor, The University of Sussex

- 263 A, B & C Curriculum & Instruction Mathematics
- 232C The Study of Teaching
- 359 Research in Mathematics and Science
- 115 How to Learn Math

Boaler, J. (2015). *What’s Math Got To Do With It *- new edition, Spring 2015. Penguin.

Boaler, J. (2016). *Mathematical Mindsets. *Wiley Press. Forward by Carol Dweck.

Boaler, J. (2009) *What’s Math Got To Do With It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject. *Penguin: New York.

Boaler, J. (*2010*). *The Elephant in the Classroom. Helping Children Learn & Love Maths.* Souvenir Press: London. *UK Edition of What’s Math Got To Do With It.*

Boaler, J. & Humphreys, C. (2005). *Connecting Mathematical Ideas: Middle School Cases of Teaching & Learning*. Heinneman: Portsmouth.

Boaler, J. (2002). *Experiencing School Mathematics: Traditional and Reform Approaches to Teaching and their Impact on Student Learning*. Lawrence Erlbaum Associates: Mahwah, New Jersey.

Boaler, J. (ed) (2000). *Multiple Perspectives on Mathematics Teaching & Learning*. Ablex Publishing: Westport, CT.

*Buckingham, England*.

Boaler, J., Altendorff, L. & Kent, G. (2011). Mathematics and Science in the United Kingdom: Inequities in Participation and Performance. *Oxford Review of Education.*

Boaler, J. (2011). Changing Students’ Lives Through the De-tracking of Urban Mathematics Classrooms. *Journal of Urban Mathematics Education* (Vol. 4, No. 1).

Boaler, J. (2009). When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel's Review of Instructional Practices. *Educational Researcher*.

Boaler, J. (2008). Promoting 'Relational Equity' and High Mathematics Achievement Through an Innovative Mixed Ability Approach. *British Educational Research Journal.* 34 (2), 167-194.

Boaler, J & Staples, M. (2008). Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School. *Teachers’ College Record. *110 (3), 608-645. Cited in the “Supreme Court of the United States” in the case of parents vs the Seattle Court District, (Nos 05-908 & 05-915)

Boaler, J. (2005). The ‘Psychological Prison’ from which they never escaped: The role of ability grouping in reproducing social class inequalities. *FORUM, 47, 2&3, 135-144.*

Boaler, J. (2003). When Learning no Longer Matters – standardized testing and the creation of inequality. *Phi Delta Kappan, 84, 7, 502-506.*

Boaler, J. (2002). Exploring the Nature of Mathematical Activity: Using theory, research and 'working hypotheses' to broaden conceptions of mathematics knowing. Invited Paper. *Educational Studies in Mathematics, 51*(1-2), 3-21.

Boaler, J. (2002). Learning from Teaching: Exploring the Relationship Between Reform Curriculum and Equity. *Journal for Research in Mathematics Education, 33*(4), 239-258.

Boaler, J. (2002). Paying the Price for "Sugar and Spice": Shifting the Analytical Lens in Equity Research. *Mathematical Thinking and Learning. 4*(2&3), 127-144.

Boaler, J. (2002). The Development of Disciplinary Relationships: Knowledge, Practice and Identity in Mathematics Classrooms. *For the Learning of Mathematics, 22*(1), 42-47.

Boaler, J. (2002). Mathematical Modeling and New Theories of Learning. *Teaching Mathematics and its Applications*. 20 (3), 121-127

Boaler, J., Wiliam, D., & Brown, M. (2000). Students' experiences of ability grouping - disaffection, polarization and the construction of failure. *British Educational Research Journa*l, 26, 5,631-648.

Boaler, J. (2000). Exploring Situated Insights into Research and Learning.*Journal for Research in Mathematics Education, *39 (1), 113-119

Boaler, J. (2000). Mathematics from another World: Traditional Communities and the Alienation of Learners. *Journal of Mathematical Behavior*, 18 (4), 1-19.

Boaler, J. (1999). Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning. *Educational Studies in Mathematics, 40*, 259-281.

Boaler, J. (1998). Open and Closed Mathematics Approaches: Student Experiences and Understandings *Journal for Research in Mathematics Education. 29 (1) 41-62.*

Boaler, J. (1998). Mathematical Equity: Under Achieving Boys or Sacrificial Girls? *Journal of Inclusive Education, 2 (2).*

*Boaler, J. (1998). Alternative Approaches to Teaching, Learning and Assessing Mathematics. Evaluation and Program Planning, 21, 129-141.*

*Boaler, J. (1997). Equity, Empowerment and Different Ways of Knowing. Mathematics Education Research Journal., 9(3), 325-342.*

*Boaler, J. (1997). Setting, Social Class and Survival of the Quickest. British Educational Research Journal. 23 (5) 575-595.*

*Boaler, J. (1997). Reclaiming School Mathematics: The Girls Fight Back. Gender and Education. 9 (3) 285-306.*

*Boaler, J. (1997). When Even the Winners are Losers: Evaluating the Experience of ‘top set’ students. Journal of Curriculum Studies,29 (2) 165-182.*

*Boaler, J. (1996). Learning to Lose in the Mathematics Classroom: a critique of traditional schooling practices. Qualitative Studies in Education, 9 (1) 17-34.*

* British Educational Research Journal*, 20 (5), 551- 564.

Boaler, J. (1993). Encouraging the Transfer of ‘School’ Mathematics to the ‘Real World’ through the Integration of Process and Content, Context and Culture. *Educational Studies in Mathematics*, 25, 341 - 373.

Boaler, J. (1993). The Role of Contexts in the Mathematics Classroom: do they make mathematics more real?* For the learning of Mathematics, *13 (2) 12 - 17.