Bio


Mathematics teaching and learning - in particular, how different teaching approaches impact students' learning, how to teach mathematics for a “growth mindset”, and how equity is promoted in mathematics classrooms. STEM and mathematics - why women and girls choose out of science and mathematics. 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. The effectiveness of mathematics taught through technology.

Academic Appointments


Administrative Appointments


  • The Nomellini-Olivier Professor of Education., Graduate School of Education, Stanford University (2019 - Present)
  • Professor, Graduate School of Education, Stanford University (2010 - Present)
  • Professor, Graduate School of Education, Stanford University (2006 - 2006)
  • Associate Professor, Graduate School of Education, Stanford University (2000 - 2006)
  • Assistant Professor, Graduate School of Education, Stanford University (1998 - 2000)

Honors & Awards


  • Walter Denham Mathematics Leadership award, California Mathematics Council (2015)
  • Kay Gilliland Equity Award, National Council of Supervisors of Mathematics (2014)
  • Early Career Award, National Science Foundation (1999)

Boards, Advisory Committees, Professional Organizations


  • Marie Curie Professor, The University of Sussex (2019 - Present)
  • Fellow, Center for Advanced Study in the Behavioral Sciences (2004 - 2005)
  • Lecturer, Mathematics Education, King's College, London (2019 - Present)
  • Deputy Director Mathematics Assessment Team, King's College, London (2019 - Present)
  • Teacher of Mathematics, (ages 11-18), Inner London comprehensive schools (2019 - Present)

Professional Education


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

Research Interests


  • Brain and Learning Sciences
  • Collaborative Learning
  • Diversity and Identity
  • Educational Policy
  • Equity in education
  • Gender Issues
  • Math Education
  • Motivation
  • Parents and family issues
  • Professional Development
  • School Reform
  • Teachers and Teaching
  • Technology and Education

Current Research and Scholarly Interests


Studying the Impact of a Mathematical Mindset Summer Intervention, HapCaps: Design and Validation of Haptic Devices for improving Finger Perception (with engineering & neuroscience) The effectiveness of a student online class (https://lagunita.stanford.edu/courses/Education/EDUC115-S/Spring2014/about) (NSF). Studies on mathematics and mindset with Carol Dweck and Greg Walton (various funders). Studying an online network and it's impact on teaching and learning (Gates foundation)

Stanford Advisees


  • Doctoral Dissertation Reader (AC)
    Emma Gargroetzi, Melisa Orta Martinez
  • Master's Program Advisor
    Mansoor Rathore
  • Doctoral (Program)
    Kyalamboka Brown, Tanya LaMar, Miriam Leshin, Megan Selbach-Allen, Benjamin Woodford

All Publications


  • Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach Education Sciences Anderson, R. K., Boaler, J., Dieckmann, J. 2018; 8 (3): 1-33

    View details for DOI 10.3390/educsci8030098

  • Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adults' Lives JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION Boaler, J., Selling, S. K. 2017; 48 (1): 78-105
  • The elephant in the classroom: Helping children learn and love maths Boaler, J. Souvenir Press. 2015
  • Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching Boaler, J. John Wiley & Sons. 2015
  • What's math got to do with it?: How teachers and parents can transform mathematics learning and inspire success Boaler, J. Penguin. 2015
  • Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide OXFORD REVIEW OF EDUCATION Boaler, J., Altendorff, L., Kent, G. 2011; 37 (4): 457-484
  • Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide Oxford Review of Education Boaler, J., Altendorff, L., Kent, G. 2011; 37 (4): 457-484
  • Changing students’ lives through the de-tracking of urban mathematics classrooms Journal of Urban Mathematics Education Boaler, J. 2011; 4 (1): 7-14
  • What's Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Su bject Boaler, J. Penguin. 2008
  • Creating mathematical futures through an equitable teaching approach: The case of Railside School Teachers College Record Boaler, J., Staples, M. 2008; 110 (3): 608-645
  • 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; 37 (9): 588-594
  • Promoting ‘relational equity’and high mathematics achievement through an innovative mixed‐ability approach British Educational Research Journal Boaler, J. 2008; 34 (2): 167-194
  • Promoting respectful learning EDUCATIONAL LEADERSHIP Boaler, J. 2006; 63 (5): 74-78
  • Urban success: A multidimensional mathematics approach with equitable outcomes PHI DELTA KAPPAN Boaler, J. 2006; 87 (5): 364-369
  • How a detracked mathematics approach promoted respect, responsibility, and high achievement THEORY INTO PRACTICE Boaler, J. 2006; 45 (1): 40-46
  • The ‘psychological prisons’ from which they never escaped: The role of ability grouping in reproducing social class inequalities Boaler, J. 2005
  • Connecting mathematical ideas: Middle school video cases to support teaching and learning Boaler, J., Humphreys, C. Heinemann Portsmouth, NH. 2005
  • When learning no longer matters: Standardized testing and the creation of inequality PHI DELTA KAPPAN Boaler, J. 2003; 84 (7): 502-506
  • When learning no longer matters: Standardized testing and the creation of inequality Phi Delta Kappan Boaler, J. 2003; 84 (7): 502-506
  • Learning from teaching: Exploring the relationship between reform curriculum and equity JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION Boaler, J. 2002; 33 (4): 239-258
  • The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms For the learning of mathematics Boaler, J. 2002; 22 (1): 42-47
  • Paying the price for ' sugar and spice ': Shifting the analytical lens in equity research Mathematical Thinking and Learning Boaler, J. 2002; 4 (2-3): 127-144
  • Learning from teaching: Exploring the relationship between reform curriculum and equity Journal for research in mathematics education Boaler, J. 2002: 239-258
  • Exploring the nature of mathematical activity: Using theory, research andworking hypotheses' to broaden conceptions of mathematics knowing Educational Studies in Mathematics Boaler, J. 2002; 51 (1-2): 3-21
  • Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning Boaler, J. Routledge. 2002
  • Mathematical modelling and new theories of learning Teaching Mathematics and Its Applications: International Journal of the IMA Boaler, J. 2001; 20 (3): 121-128
  • Students' Experiences of Ability Grouping - disaffection, polarisation and the construction of failure 24th Annual Conference of the British-Educational-Research-Association Boaler, J., Wiliam, D., Brown, M. ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. 2000: 631–48
  • Exploring situated insights into research and learning JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION Boaler, J. 2000; 31 (1): 113-119
  • Mathematics from another world: Traditional communities and the alienation of learners The Journal of Mathematical Behavior Boaler, J. 2000; 18 (4): 379-397
  • Exploring situated insights into research and learning Journal for research in mathematics education Boaler, J. 2000: 113-119
  • Students' experiences of ability grouping-disaffection, polarisation and the construction of failure British Educational Research Journal Boaler, J., Wiliam, D., Brown, M. 2000; 26 (5): 631-648
  • Multiple perspectives on mathematics teaching and learning Boaler, J. Greenwood Publishing Group. 2000
  • Participation, knowledge and beliefs: A community perspective on mathematics learning Educational studies in mathematics Boaler, J. 1999; 40 (3): 259-281
  • Alternative approaches to teaching, learning and assessing mathematics Evaluation and Program Planning Boaler, J. 1998; 21 (2): 129-141
  • Open and closed mathematics: Student experiences and understandings Journal for research in mathematics education Boaler, J. 1998: 41-62
  • Mathematical equity—underachieving boys or sacrificial girls? International Journal of Inclusive Education Boaler, J. 1998; 2 (2): 119-134
  • Reclaiming school mathematics: The girls fight back Gender and Education Boaler, J. 1997; 9 (3): 285-305
  • Equity, empowerment and different ways of knowing Mathematics Education Research Journal Boaler, J. 1997; 9 (3): 325-342
  • When even the winners are losers: Evaluating the experiences of top set'students Journal of Curriculum Studies Boaler, J. 1997; 29 (2): 165-182
  • Setting, social class and survival of the quickest British educational research journal Boaler, J. 1997; 23 (5): 575-595
  • Learning to lose in the mathematics classroom: A critique of traditional schooling practices in the UK International Journal of Qualitative Studies in Education Boaler, J. 1996; 9 (1): 17-33
  • The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More ' Real '? For the learning of mathematics Boaler, J. 1993; 13 (2): 12-17
  • Encouraging the transfer of ‘school’mathematics to the ‘real world’through the integration of process and content, context and culture Educational studies in mathematics Boaler, J. 1993; 25 (4): 341-373