Mathematics teaching and learning - in particular, how different teaching approaches impact students' learning, how equity is promoted in mathematics classrooms and the opportunities students receive to develop active relationships with mathematics. Gender and learning. The role of groupwork and mathematical discussions in the development of understanding. The ways teachers may be supported in moving towards equitable and effective teaching environments.
Raising Expectations and Achievement Levels for All Mathematics Students (REALMS), funded by the Esmée Fairbairn Foundation, at The University of Sussex, UK with Professor Judy Sebba. Studying Teachers and Students using 'complex instruction' in de-tracked mathematics classrooms in England.
PhD (Mathematics Education) King's College, London University. (1996)
MA (Mathematics Education) King's College, London University (1991)
BSc (Psychology) Liverpool University (1985)
Time at Stanford
Assistant Professor, 1998-2000
Associate Professor 2000-2006
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
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.
Boaler, J. (1997). Experiencing
School Mathematics: Teaching Styles, Sex and Setting. Open University
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,
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)
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)
Boaler, J. (1994). When do girls prefer
football to fashion? An analysis of female under achievement in relation to
realistic mathematics contexts. 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.
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