|Alma mater||King's College London|
|Doctoral advisor||Paul Black|
Jo Boaler (born 18 February 1964) is a British education author and Nomellini-Olivier Professor of Mathematics Education at the Stanford Graduate School of Education. Boaler is involved in promoting reform mathematics and equitable mathematics classrooms. She is the co-founder and faculty director of youcubed, a Stanford centre that markets and sells mathematics education resources to teachers, students and parents. She is the author of nine books, including Limitless Mind (2019), Mathematical Mindsets (2016), What's Math Got To Do With It? (2009) and The Elephant in the Classroom (2010), all written for teachers and parents with the goal of improving mathematics education in both the US and UK. Her 1997 book, Experiencing School Mathematics, won the "Outstanding Book of the Year" award for education in Britain.
Jo Boaler received a Bachelors in Psychology from Liverpool University in 1985. Jo Boaler then began her career as a secondary mathematics teacher in urban London secondary schools, including Haverstock School, Camden. After her early career in secondary mathematics education, Boaler received a master's degree in Mathematics Education from King's College London with distinction in 1991. She completed her PhD in mathematics education at the same university and won the award for best PhD in education from the British Educational Research Association in 1997. In 1998, Jo Boaler became an Assistant Professor of Mathematics Education at Stanford University in the Graduate School of Education. She became an associate professor in 2000 and left as a full professor in 2006. From 2000 to 2004, Boaler served as the president of the International Organization of Women and Mathematics Education.
Return to England
In January 2007 moved to Sussex University where she was awarded the Marie Curie Foundation Chair of Excellence. While in England, Boaler authored two books, "What's Math Got To Do With It?" and "The Elephant in the Classroom".
Return to Stanford
In 2010 she returned to Stanford and resumed her position as Professor of Mathematics Education. In 2013, Boaler taught the first Massive Online Open Course (MOOC) on mathematics education, called "How to Learn Math". Its purpose was to educate teachers and parents about a new way of teaching math to help students overcome their fear of math while improving their academic performance. Over 40,000 teachers and parents participated, with about 25,000 completing the full 2-to-16-hour course. At the end of course, 95% of survey respondents indicated that they would modify their ways of teaching math. Boaler also provides consultation to other Silicon Valley digital educational institutions, such as Novo-ed, Inner Tube Games, and Udacity. In addition, she teaches workshops on teaching for a growth mindset, drawing upon the work of Carol Dweck, author and developer of the theory of growth mindset.
During the early part of Boaler's career, she conducted longitudinal studies of students learning mathematics through different approaches. Her first three-year study in England was published as "Experiencing School Mathematics: Teaching Styles, Sex, and Setting." The book was later released for an American audience entitled "Experiencing School Mathematics: Traditional and Reform Approaches to Teaching and their Impact on Student Learning" (2002). In 2000, she was awarded a presidential Early Career Award from the National Science Foundation. This funded a four-year study of students learning mathematics through different approaches in three US high schools. Both of these studies found that students who were actively engaged in mathematics learning using problem solving and reasoning about methods achieved at higher levels and enjoyed math more than those who engaged passively by practising methods that a teacher had demonstrated In addition to focusing on inquiry-based learning (also called enquiry-based learning), Boaler's work has also focused on gender equity and mathematics. In addition, Boaler's research has highlighted the problems associated with ability grouping in England and the US. More recently, Boaler has published articles on the links between timed testing and math anxiety. Currently, Boaler is conducting research on mathematics, mistakes, and growth mindset with Stanford University professors Carol Dweck and Greg Walton.
Mathematics Education Debate
In 2006, Stanford mathematician R. James Milgram formally charged Boaler of scientific misconduct, which prompted Stanford University to investigate claims challenging the validity of her research. Stanford's initial investigation concluded by acknowledging ongoing debates in mathematics education and absolving Boaler of scientific misconduct stating that the allegations "do not have substance". Milgram, fellow mathematician Wayne Bishop (California State University) and statistician Paul Clopton published an online paper outlining their complaints about her Railside report. The story was circulated widely on social media and picked up by the national press. Boaler issued a response in 2012, accusing Milgram, Bishop (and others) of harassment, persecution, and suppression. Bishop and Milgram each issued rebuttals to Boaler's claims.
In 2013, Boaler founded youcubed.org with Cathy Williams, former director of Mathematics in the Vista Unified School District. The mission of the site is to offer inspirational mathematics resources for mathematics teachers.
As Common Core was being launched in 2015, Boaler singled out New York State's implementation of the standard, saying it interpreted fluency to mean memorization and speed.  This ignited a controversy in England, prompting Charlie Stripp, director of England’s National Centre for Excellence in the Teaching of Mathematics to respond in an op-ed.
2021 California Math Framework
Jo Boaler is one of the authors of the 2021 Revision of the California Mathematics Framework. The framework seeks to refocus mathematics education away from acceleration and towards equity.  The new framework requires all students to take the same fixed set of math courses until their junior year of high school. Critics say this will hold back gifted students, helping some and hurting others.
Awards and honours
This section needs additional citations for verification. (June 2021)
- 1997 Best PhD in Education,
- 1997, British Educational Research Association, United Kingdom
- 1998 Elected Fellow Royal Society of Arts Royal Society of Arts
- 1998 Outstanding Book of the Year Award in Education, Standing Conference for Studies in Education.
- 2000–2005 Presidential Early Career Award, National Science Foundation
- 2000 – 2004 President: International Organisation of Women and Mathematics Education (IOWME)
- 2004 Fellow: Center for Advanced Study in the Behavioral Sciences
- 2007 Chair of Excellence: The Marie Curie Foundation
- 2010 Invited Lecture The Royal Society
- 2014 NCSM Equity Award
- 2016 California Math Council Leadership Award
- Boaler, J. (2019). Limitless Mind: Learn, Lead, and Live Without Barriers. HarperOne: San Francisco.
- Boaler, J. (2016). Mathematical Mindsets. Unleashing Students' Potential through Creative Math, Inspiring Messages & Innovative Teaching. Wiley: San Francisco.
- Boaler, J. (2015). The Elephant in the Classroom. Helping Children Learn & Love Maths. (2nd ed.) Souvenir Press: London.
- Boaler, J (2015). What's Math Got To Do With It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject. (2nd ed.) Penguin: New York.
- Boaler, J. (2013) Ability and Mathematics: the mindset revolution that is reshaping education. Forum, Volume 55, Number 1, 2013.
- Boaler, J. (2010). The Elephant in the Classroom. Helping Children Learn & Love Maths. Souvenir Press: London.
- 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 & Humphreys, C (2005) Connecting Mathematical Ideas: Middle School Cases of Teaching & Learning. Heinemann: 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 Press: Buckingham, England.
- Boaler, J (2013). "Ability and Mathematics: the mindset revolution that is reshaping education". Forum. 55: 143. doi:10.2304/forum.2013.55.1.143. S2CID 147018963.
- Boaler, J. (2012) Timed Tests and the Development of Math Anxiety. Education Week, 3 July.retrieved from http://www.edweek.org/ew/articles/2012/07/03/36boaler.h31.html 23 October 2013.
- Boaler, J (2011). "Changing Students' Lives Through the De-tracking of Urban Mathematics Classrooms". Journal of Urban Mathematics Education. 4 (1).
- Boaler, J., Altendorff, L., & Kent, G. (2011) Mathematics and Science Inequalities in the United Kingdom: When Elitism, Sexism and Culture Collide. The Oxford Review of Education. In press.
- Boaler, J (2008). "When Politics Took the Place of Inquiry: A Response to the National Mathematics Advisory Panel's Review of Instructional Practices". Educational Researcher. 37 (9): 588–594. doi:10.3102/0013189x08327998. S2CID 14431457.
- 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. S2CID 143949285.
- Boaler, J; Staples, M (2008). "Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School". Teachers' College Record. 110 (3): 608–645.
- Boaler, J (2006). "Opening Their Ideas: How a de-tracked math approach promoted respect, responsibility and high achievement". Theory into Practice. 45 (1): 40–46. doi:10.1207/s15430421tip4501_6. S2CID 143791605.
- Boaler, J (2006). "Urban Success. A Multidimensional mathematics approach with equitable outcomes". Phi Delta Kappan. 87 (5): 5. doi:10.1177/003172170608700507. S2CID 121770606.
- Boaler (2005). "The 'Psychological Prison' from which they never escaped: The role of ability grouping in reproducing social class inequalities". FORUM. 47 (2&3): 135–144. doi:10.2304/forum.2005.47.2.2. S2CID 15276824.
- Boaler, J (2003). "When Learning no Longer Matters – standardized testing and the creation of inequality". Phi Delta Kappan. 84 (7): 502–506. doi:10.1177/003172170308400706. S2CID 143773547.
- Boaler, J (2002). "Exploring the Nature of Mathematical Activity: Using theory, research and 'working hypotheses' to broaden conceptions of mathematics knowing. Invited Paper". Educational Studies in Mathematics. 51 (1–2): 3–21. doi:10.1023/a:1022468022549. S2CID 117851032.
- Boaler, J (2002). "Learning from Teaching: Exploring the Relationship Between Reform Curriculum and Equity". Journal for Research in Mathematics Education. 33 (4): 239–258. doi:10.2307/749740. JSTOR 749740. S2CID 1613268.
- 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.
- 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 (2002). "Mathematical Modeling and New Theories of Learning". Teaching Mathematics and Its Applications. 20 (3): 121–127. doi:10.1093/teamat/20.3.121. S2CID 122823295.
- Boaler, J.; Wiliam, D.; Brown, M. (2000). "Students' experiences of ability grouping – disaffection, polarization and the construction of failure" (PDF). British Educational Research Journal. 26 (5): 631–648. doi:10.1080/713651583. S2CID 145171100.
- Boaler, J (2000). "Exploring Situated Insights into Research and Learning". Journal for Research in Mathematics Education. 39 (1): 113–119. doi:10.2307/749822. JSTOR 749822.
- Boaler, J (2000). "Mathematics from another World: Traditional Communities and the Alienation of Learners". Journal of Mathematical Behavior. 18 (4): 1–19. doi:10.1016/S0732-3123(00)00026-2.
- Boaler, J (1999). "Participation, Knowledge and Beliefs: A Community Perspective on Mathematics Learning". Educational Studies in Mathematics. 40 (3): 259–281. doi:10.1023/a:1003880012282. S2CID 55566867.
- Boaler, J (1998). "Open and Closed Mathematics Approaches: Student Experiences and Understandings". Journal for Research in Mathematics Education. 29 (1): 41–62. CiteSeerX 10.1.1.395.494. doi:10.2307/749717. JSTOR 749717.
- 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 (2): 129–141. doi:10.1016/s0149-7189(98)00002-0.
- Boaler, J (1997). "Equity, Empowerment and Different Ways of Knowing". Mathematics Education Research Journal. 9 (3): 325–342. Bibcode:1997MEdRJ...9..325B. doi:10.1007/bf03217322. S2CID 178983989.
- Boaler, J (1997). "Setting, Social Class and Survival of the Quickest". British Educational Research Journal. 23 (5): 575–595. doi:10.1080/0141192970230503.
- Boaler, J (1997). "Reclaiming School Mathematics: The Girls Fight Back". Gender and Education. 9 (3): 285–306. doi:10.1080/09540259721268.
- Boaler, J (1997). "When Even the Winners are Losers: Evaluating the Experience of 'top set' students". Journal of Curriculum Studies. 29 (2): 165–182. doi:10.1080/002202797184116.
- Boaler, J. (1996) Learning to Lose in the Mathematics Classroom: a critique of traditional schooling practices. Qualitative Studies in Education, 9 (1) 17–34.
- 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. doi:10.1080/0141192940200504.
- 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 (4): 341–373. doi:10.1007/bf01273906. S2CID 119666045.
- 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.
- Birth year from Library of Congress authority control file, accessed 2018-11-26.
- "Faculty profile for Jo Boaler". Stanford University. 9 October 2012. Retrieved 17 December 2013.
- 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.
- Stanford, Peter (20 October 2012). "Make Britain Count: 'Stop telling children maths isn't for them'". The Telegraph. Retrieved 13 October 2021.
- "Our Team". youcubed. Stanford Graduate School of Education. Retrieved 13 October 2021.
- 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
- Boaler, J. (1997) Experiencing School Mathematics: Teaching Styles, Sex and Setting. Open University Press: Buckingham, England
- Boaler, J (2002) Experiencing School Mathematics: Traditional and Reform Approaches to Teaching and their Impact on Student Learning.
- "Jo Boaler". Stanford Center for Opportunity Policy in Education. Stanford Graduate School of Education. 8 October 2012. Retrieved 13 October 2021.
- The International Organization of Women and Mathematics Education
- "Research and innovation".
- Boaler, Jo (17 July 2008). What's Math Got To Do With It? How Parents and Teachers Can Help Children Learn to Love Their Least Favorite Subject. Viking. ISBN 9780670019526.
- Boaler, Jo (1 February 2010). The Elephant in the Classroom: Helping Children Learn and Love Maths. Souvenir Press. ISBN 978-0285638754.
- Boaler, Jo (12 November 2013). "The Stereotypes That Distort How Americans Teach and Learn Math". The Atlantic. Retrieved 13 October 2021.
- Johnston, Theresa (20 May 2014). "Math in action: New online courses offer fresh approach to subject". Graduate School of Education News. Stanford. Retrieved 13 October 2021.
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- How to Learn Math
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- "Udacity - Free Online Classes & Nanodegrees | Udacity".
- Dweck, C. (2006). Mindset, the new psychology of success. Random House.
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- "What is Project-Based Learning?".
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- Benn, Melissa (8 August 2011). "Streaming primary school pupils labels them for life". The Guardian. Retrieved 12 January 2019.
Academic Jo Boaler followed two groups of young adolescents in the mid-90s, one separated into rigid ability groups, the other taught in mixed-ability groupings. Not only did the mixed-ability students outperform those who had been put into separate groups in national examinations, but when Boaler tracked down a representative sample from both schools, she found the mixed-ability group had achieved more social mobility, in relation to their parents, than their streamed peers.
- Boaler, Jo (10 February 2005). "Jo Boaler: Setting by ability does not work". The Independent. Retrieved 12 January 2019.
- Boaler, Jo (3 July 2012). "Timed Tests and the Development of Math Anxiety". Education Week. Retrieved 12 January 2019.
- Rushowy, Kristin (9 December 2013). "Tips to make math more enjoyable for young learners". The Star. Retrieved 12 January 2019.
- "Stanford Login".
- "Archived copy". Archived from the original on 19 December 2013. Retrieved 27 October 2013.CS1 maint: archived copy as title (link)
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