Jo Boaler
Nomellini and Olivier Professor in the Graduate School of Education
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. 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 importance of data science and ways to integrate data science into all subjects in school.
Academic Appointments
-
Professor, Graduate School of Education
-
Faculty Affiliate, Institute for Human-Centered Artificial Intelligence (HAI)
-
Member, Wu Tsai Neurosciences Institute
Administrative Appointments
-
Endowed Chair, Graduate School of Education, Stanford University (2019 - Present)
-
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
-
Data Sciences
-
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)
2024-25 Courses
- Curriculum and Instruction in Mathematics
EDUC 263B (Aut) - How to Learn Mathematics
EDUC 115N (Aut) -
Independent Studies (6)
- Directed Reading
EDUC 480 (Aut, Win, Spr, Sum) - Directed Reading in Education
EDUC 180 (Aut, Win, Spr, Sum) - Directed Research
EDUC 490 (Aut, Win, Spr, Sum) - Directed Research in Education
EDUC 190 (Aut, Win, Spr, Sum) - Honors Research
EDUC 140 (Aut, Win, Spr, Sum) - Master's Thesis
EDUC 185 (Aut, Win, Spr, Sum)
- Directed Reading
-
Prior Year Courses
2023-24 Courses
- Curriculum and Instruction in Mathematics
EDUC 263A (Sum) - Curriculum and Instruction in Mathematics
EDUC 263B (Aut) - How to Learn Mathematics
EDUC 115N (Aut)
2022-23 Courses
- Curriculum and Instruction in Mathematics
EDUC 263A (Sum)
2021-22 Courses
- Curriculum and Instruction in Mathematics
EDUC 263A (Sum) - Curriculum and Instruction in Mathematics
EDUC 263B (Aut) - Mathematical Mindsets - The Interplay of Identity & Knowledge in Learning & Life
EDUC 115N (Aut)
- Curriculum and Instruction in Mathematics
Stanford Advisees
-
Doctoral Dissertation Advisor (AC)
Jesse Ramirez -
Doctoral (Program)
Kyalamboka Brown, Marjorie Hahn, Marti Lane, Marley Murrell, Jesse Ramirez
All Publications
-
Teachers' Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning
EDUCATION SCIENCES
2024; 14 (11)
View details for DOI 10.3390/educsci14111229
View details for Web of Science ID 001364361200001
-
Studying the Opportunities Provided by an Applied High School Mathematics Course: Explorations in Data Science
JOURNAL OF STATISTICS AND DATA SCIENCE EDUCATION
2024
View details for DOI 10.1080/26939169.2024.2333735
View details for Web of Science ID 001222475600001
-
Infusing Mindset through Mathematical Problem Solving and Collaboration: Studying the Impact of a Short College Intervention
EDUCATION SCIENCES
2022; 12 (10)
View details for DOI 10.3390/educsci12100694
View details for Web of Science ID 000872667600001
-
Thinking Better: The Art of the Shortcut in Math and Life by Marcus du Sautoy (Book Review)
MATHEMATICAL INTELLIGENCER
2022
View details for DOI 10.1007/s00283-021-10168-5
View details for Web of Science ID 000772739900002
-
The Transformative Impact of a Mathematical Mindset Experience Taught at Scale
FRONTIERS IN EDUCATION
2021; 6
View details for DOI 10.3389/feduc.2021.784393
View details for Web of Science ID 000743031800001
-
The importance and emergence of K-12 data science
PHI DELTA KAPPAN
2021; 103 (1): 49-53
View details for DOI 10.1177/00317217211043627
View details for Web of Science ID 000687762000011
-
Mathematics for Human Flourishing. (Book Review)
AMERICAN MATHEMATICAL MONTHLY
2020; 127 (9): 861–64
View details for DOI 10.1080/00029890.2020.1807791
View details for Web of Science ID 000584573100013
-
What Would the Nautilus Say? Unleashing Creativity in Mathematics!
JOURNAL OF HUMANISTIC MATHEMATICS
2020; 10 (2): 391–414
View details for DOI 10.5642/jhummath.202002.18
View details for Web of Science ID 000556955300017
-
The Derailing Impact of Content Standards – an Equity Focused District held back by Narrow Mathematics
International Journal of Educational Research - Open
2020; 1
View details for DOI 10.1016/j.ijedro.2020.100015
- Limitless Mind Learn, Lead and Live Without Barriers Harper Collins Publishers. 2019
-
Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach
Education Sciences
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
2017; 48 (1): 78-105
View details for Web of Science ID 000391156500004
- The elephant in the classroom: Helping children learn and love maths Souvenir Press. 2015
- Mathematical mindsets: Unleashing students' potential through creative math, inspiring messages and innovative teaching John Wiley & Sons. 2015
- What's math got to do with it?: How teachers and parents can transform mathematics learning and inspire success Penguin. 2015
-
Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide
OXFORD REVIEW OF EDUCATION
2011; 37 (4): 457-484
View details for DOI 10.1080/03054985.2011.595551
View details for Web of Science ID 000299433300003
- Mathematics and science inequalities in the United Kingdom: when elitism, sexism and culture collide Oxford Review of Education 2011; 37 (4): 457-484
- Changing students’ lives through the de-tracking of urban mathematics classrooms Journal of Urban Mathematics Education 2011; 4 (1): 7-14
- Promoting ‘relational equity’and high mathematics achievement through an innovative mixed‐ability approach British Educational Research Journal 2008; 34 (2): 167-194
- Creating mathematical futures through an equitable teaching approach: The case of Railside School Teachers College Record 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 2008; 37 (9): 588-594
- What's Math Got to Do with It?: How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Su bject Penguin. 2008
-
Promoting respectful learning
EDUCATIONAL LEADERSHIP
2006; 63 (5): 74-78
View details for Web of Science ID 000235148100014
-
Urban success: A multidimensional mathematics approach with equitable outcomes
PHI DELTA KAPPAN
2006; 87 (5): 364-369
View details for Web of Science ID 000234411500007
-
How a detracked mathematics approach promoted respect, responsibility, and high achievement
THEORY INTO PRACTICE
2006; 45 (1): 40-46
View details for Web of Science ID 000235679900006
- Connecting mathematical ideas: Middle school video cases to support teaching and learning Heinemann Portsmouth, NH. 2005
-
When learning no longer matters: Standardized testing and the creation of inequality
PHI DELTA KAPPAN
2003; 84 (7): 502-506
View details for Web of Science ID 000181310800006
- When learning no longer matters: Standardized testing and the creation of inequality Phi Delta Kappan 2003; 84 (7): 502-506
-
Learning from teaching: Exploring the relationship between reform curriculum and equity
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
2002; 33 (4): 239-258
View details for Web of Science ID 000184964300002
- The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms For the learning of mathematics 2002; 22 (1): 42-47
- Paying the price for ' sugar and spice ': Shifting the analytical lens in equity research Mathematical Thinking and Learning 2002; 4 (2-3): 127-144
- Learning from teaching: Exploring the relationship between reform curriculum and equity Journal for research in mathematics education 2002: 239-258
- Exploring the nature of mathematical activity: Using theory, research andworking hypotheses' to broaden conceptions of mathematics knowing Educational Studies in Mathematics 2002; 51 (1-2): 3-21
- Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning Routledge. 2002
- Mathematical modelling and new theories of learning Teaching Mathematics and Its Applications: International Journal of the IMA 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
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. 2000: 631–48
View details for Web of Science ID 000166112500006
-
Exploring situated insights into research and learning
JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
2000; 31 (1): 113-119
View details for Web of Science ID 000084315900007
- Mathematics from another world: Traditional communities and the alienation of learners The Journal of Mathematical Behavior 2000; 18 (4): 379-397
- Exploring situated insights into research and learning Journal for research in mathematics education 2000: 113-119
- Students' experiences of ability grouping-disaffection, polarisation and the construction of failure British Educational Research Journal 2000; 26 (5): 631-648
- Multiple perspectives on mathematics teaching and learning Greenwood Publishing Group. 2000
- Participation, knowledge and beliefs: A community perspective on mathematics learning Educational studies in mathematics 1999; 40 (3): 259-281
- Alternative approaches to teaching, learning and assessing mathematics Evaluation and Program Planning 1998; 21 (2): 129-141
- Open and closed mathematics: Student experiences and understandings Journal for research in mathematics education 1998: 41-62
- Mathematical equity—underachieving boys or sacrificial girls? International Journal of Inclusive Education 1998; 2 (2): 119-134
- Reclaiming school mathematics: The girls fight back Gender and Education 1997; 9 (3): 285-305
- Equity, empowerment and different ways of knowing Mathematics Education Research Journal 1997; 9 (3): 325-342
- When even the winners are losers: Evaluating the experiences of top set'students Journal of Curriculum Studies 1997; 29 (2): 165-182
- Setting, social class and survival of the quickest British educational research journal 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 1996; 9 (1): 17-33
- The Role of Contexts in the Mathematics Classroom: Do they Make Mathematics More ' Real '? For the learning of mathematics 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 1993; 25 (4): 341-373
- The ‘psychological prisons’ from which they never escaped: The role of ability grouping in reproducing social class inequalities 2005