Difference between revisions of "Jo Boaler"
imported>Raymond Johnson (Created page with "== Publications == Boaler, J. (2008). What’s math got to do with it? How parents and teachers can help children learn to love their least favorite subject...") |
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== Publications == | == Publications == | ||
Boaler, J. (2008). [[Boaler (2008)|What’s math got to do with it? How parents and teachers can help children learn to love their least favorite subject]] (p. 273). New York, NY: Penguin Group. | [[Jo Boaler|Boaler, J.]] (2008). [[Boaler (2008)|What’s math got to do with it? How parents and teachers can help children learn to love their least favorite subject]] (p. 273). New York, NY: Penguin Group. | ||
Boaler, J., & [[Megan Staples|Staples, M.]] (2008). [[Boaler & Staples (2008)|Transforming students' lives through an equitable mathematics approach: The case of Railside School]]. Teachers College Record, 110(3), 608–645. | [[Jo Boaler|Boaler, J.]], & [[Megan Staples|Staples, M.]] (2008). [[Boaler & Staples (2008)|Transforming students' lives through an equitable mathematics approach: The case of Railside School]]. Teachers College Record, 110(3), 608–645. | ||
Boaler, J. (2002). [[Boaler (2002)|Learning from teaching: Exploring the relationship between reform curriculum and equity]]. Journal for Research in Mathematics Education, 33(4), 239– 258. | [[Jo Boaler|Boaler, J.]] (2002). [[Boaler (2002)|Learning from teaching: Exploring the relationship between reform curriculum and equity]]. Journal for Research in Mathematics Education, 33(4), 239– 258. | ||
Boaler, J., & [[James Greeno|Greeno, J. G.]] (2000). [[Boaler & Greeno (2000)|Identity, agency, and knowing in mathematics worlds]]. In J. | [[Jo Boaler|Boaler, J.]], & [[James Greeno|Greeno, J. G.]] (2000). [[Boaler & Greeno (2000)|Identity, agency, and knowing in mathematics worlds]]. In [[Jo Boaler|Boaler, J.]] (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). Westport, CT: Ablex Publishing. | ||
Boaler, J. (1998). [[Boaler (1998)|Open and closed mathematics: Student experiences and understandings]]. Journal for Research in Mathematics Education, 29(1), 41–62. | [[Jo Boaler|Boaler, J.]] (1998). [[Boaler (1998)|Open and closed mathematics: Student experiences and understandings]]. Journal for Research in Mathematics Education, 29(1), 41–62. | ||
Boaler, J. (1994). [[Boaler (1994)|When do girls prefer football to fashion? An analysis of female underachievement in relation to "realistic" mathematic contexts]]. British Educational Research Journal, 20(5), 551–564. doi:10.1080/0141192940200504 | [[Jo Boaler|Boaler, J.]] (1994). [[Boaler (1994)|When do girls prefer football to fashion? An analysis of female underachievement in relation to "realistic" mathematic contexts]]. British Educational Research Journal, 20(5), 551–564. doi:10.1080/0141192940200504 | ||
[[Category:People|Boaler, Jo]] | [[Category:People|Boaler, Jo]] | ||
Revision as of 08:57, 30 November 2012
Publications
Boaler, J. (2008). What’s math got to do with it? How parents and teachers can help children learn to love their least favorite subject (p. 273). New York, NY: Penguin Group.
Boaler, J., & Staples, M. (2008). Transforming students' lives through an equitable mathematics approach: The case of Railside School. Teachers College Record, 110(3), 608–645.
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., & Greeno, J. G. (2000). Identity, agency, and knowing in mathematics worlds. In Boaler, J. (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). Westport, CT: Ablex Publishing.
Boaler, J. (1998). Open and closed mathematics: Student experiences and understandings. Journal for Research in Mathematics Education, 29(1), 41–62.
Boaler, J. (1994). When do girls prefer football to fashion? An analysis of female underachievement in relation to "realistic" mathematic contexts. British Educational Research Journal, 20(5), 551–564. doi:10.1080/0141192940200504