Difference between revisions of "Jo Boaler"
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[[File:Jo_Boaler.jpg|300px|thumb|right|Jo Boaler]] | |||
Jo Boaler is a professor of mathematics education at Stanford University. | Jo Boaler is a professor of mathematics education at Stanford University. | ||
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* [https://www.youtube.com/watch?v=ZZrlk4NqaJ4 Jo Boaler on the Good and Bad of Mathematics Education] | * [https://www.youtube.com/watch?v=ZZrlk4NqaJ4 Jo Boaler on the Good and Bad of Mathematics Education] | ||
* [http://www.theatlantic.com/education/archive/2013/11/the-stereotypes-about-math-that-hold-americans-back/281303/ The Stereotypes About Math That Hold People Back] (The Atlantic, November 2013) | * [http://www.theatlantic.com/education/archive/2013/11/the-stereotypes-about-math-that-hold-americans-back/281303/ The Stereotypes About Math That Hold People Back] (The Atlantic, November 2013) | ||
* [https://storify.com/ColeGailus/scifri-does-math-matter-live-chat Storify related to a July 3, 2015 appearance on Science Friday] | |||
== Publications == | == Publications == | ||
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[[Jo Boaler|Boaler, J.]], & [[Megan Staples|Staples, M.]] (2008). [[Boaler & Staples (2008)|Creating mathematical futures 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)|Creating mathematical futures through an equitable mathematics approach: The case of Railside School]]. ''[[Teachers College Record]]'', 110(3), 608–645. | ||
[[Jo Boaler|Boaler, J.]] (2006). [[Boaler (2006)|How a detracked mathematics approach promoted respect, responsibility, and high achievement]]. ''[[Theory Into Practice]], 45''(1), 40–46. http://doi.org/10.1207/s15430421tip4501_6 | |||
[[Jo Boaler|Boaler, J.]] (2002). ''[[Boaler (2002) (book)|Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning]]. Mahwah, NJ: Lawrence Erlbaum Associates. | [[Jo Boaler|Boaler, J.]] (2002). ''[[Boaler (2002) (book)|Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning]]. Mahwah, NJ: Lawrence Erlbaum Associates. | ||
[[Jo Boaler|Boaler, J.]] (2002). [[Boaler (2002) JRME|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) JRME|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) MTL|Paying the price for "Sugar and Spice": Shifting the analytical lens in equity research]]. ''[[Mathematical Thinking and Learning]]'', 4(2-3), 127–144. doi:10.1207/S15327833MTL04023_3 | |||
[[Jo Boaler|Boaler, J.]] (2002). [[Boaler (2002) FLM|The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms]]. ''[[For the Learning of Mathematics]]'', 22(1), 42–47. | [[Jo Boaler|Boaler, J.]] (2002). [[Boaler (2002) FLM|The development of disciplinary relationships: Knowledge, practice and identity in mathematics classrooms]]. ''[[For the Learning of Mathematics]]'', 22(1), 42–47. | ||
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[[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. | [[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. | ||
[[Jo Boaler|Boaler, J.]] (1997). [[Boaler (1997)|Experiencing school mathematics: Teaching styles, sex, and setting]]. Buckingham, UK: Open University Press. | |||
[[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 | [[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]] | ||
Latest revision as of 23:38, 30 May 2021
Jo Boaler is a professor of mathematics education at Stanford University.
- Faculty profile: https://ed.stanford.edu/faculty/joboaler
- Web site: http://joboaler.com/
- Twitter: https://twitter.com/joboaler
- Jo Boaler on the Good and Bad of Mathematics Education
- The Stereotypes About Math That Hold People Back (The Atlantic, November 2013)
- Storify related to a July 3, 2015 appearance on Science Friday
Publications
Boaler, J. (2008). Promoting "relational equity" and high mathematics achievement through an innovative mixed‐ability approach. British Educational Research Journal, 34(2), 167–194. doi:10.1080/01411920701532145
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). Creating mathematical futures through an equitable mathematics approach: The case of Railside School. Teachers College Record, 110(3), 608–645.
Boaler, J. (2006). How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice, 45(1), 40–46. http://doi.org/10.1207/s15430421tip4501_6
Boaler, J. (2002). Experiencing school mathematics: Traditional and reform approaches to teaching and their impact on student learning. Mahwah, NJ: Lawrence Erlbaum Associates.
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. doi:10.1207/S15327833MTL04023_3
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., & 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. (1997). Experiencing school mathematics: Teaching styles, sex, and setting. Buckingham, UK: Open University Press.
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