Boaler J., Dieckmann J.A., LaMar T., Leshin M., Selbach-Allen M. and Pérez-Núñez G. (2021). The Transformative Impact of a Mathematical Mindset Experience Taught at Scale. Front. Educ. 6:784393.
LaMar, T., Leshin, M., & Boaler, J. (2020). The Derailing Impact of Content Standards – an Equity Focused District held back by Narrow Mathematics. International Journal of Educational Research, Open. Volume 1, 2020, 100015
Selbach-Allen, M. E., Williams C. A., & Boaler, J. (2020) What Would the Nautilus Say? Unleashing Creativity in Mathematics! Journal of Humanistic Mathematics. 10 (2), 391-414.
Boaler, J. (2019). Prove it to Me! Mathematics Teaching in the Middle School 24 (7) 422-429.
Boaler, J. (2019). Unlocking Children’s Math Potential. The Review, 69-77
Boaler, J., Cordero, M., & Dieckmann, J. (2019). Pursuing Gender Equity in Mathematics Competitions. A Case of Mathematical Freedom. MAA, FOCUS, Feb/March 2019.
Boaler, J. (2018). Introduction to Special Issue. Dispelling Myths About Mathematics. Education Sciences.
Boaler, J.; Anderson, R. (2018). Considering the Rights of Learners in Classrooms. Democracy and Education. 26 (2)
Boaler (2018). Developing Mathematical Mindsets: The Need to Interact with Numbers Flexibly and Conceptually. American Educator.
Boaler, J. & Selling, S. (2017). Psychological Imprisonment or Intellectual Freedom? A Longitudinal Study of Contrasting School Mathematics Approaches and Their Impact on Adult’s Lives. JRME. 48 (1), 78-105.
Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. Journal of Applied & Computational Mathematics 5 (5)
Boaler, J., & Sengupta-Irving, T. (2016). The many colors of algebra: The impact of equity focused teaching upon student learning and engagement. The Journal of Mathematical Behavior, 41, 179-190.
Anderson, R.K.; Boaler, J.; Dieckmann, J.A. (2018). Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Educ. Sci. 8, no. 3: 98.
Boaler, J., Dieckmann, J., Pérez-Núñez, G., Liu Sun, K. & Williams, C. (2018). Changing Students Minds and Achievement in Mathematics: The Impact of a Free Online Student Course. Front. Educ 3:26.
Boaler, J., Chen, L., Williams, C. & Cordero, M. (2016). Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning. J Appl Computat Math 5: 325.
Boaler, J. (2013). Ability and Mathematics: the mindset revolution that is reshaping education. FORUM, 55, 1, 143-152.
Plenary Talk, ICME 12, July 2012, COEX, Seoul, Korea.
Boaler, J., Altendorff, L. & Kent, G. (2011). Mathematics and Science in the United Kingdom: Inequities in Participation and Performance. Oxford Review of Education.
Boaler, J. (2009). 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). Promoting ‘Relational Equity’ and High Mathematics Achievement Through an Innovative Mixed Ability Approach. British Educational Research Journal. 34 (2), 167-194
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. Cited in the “Supreme Court of the United States” in the case of parents vs the Seattle Court District, (Nos 05-908 & 05-915)
Boaler, Jo & Sengupta-Irving, Tesha (2006). Nature, Neglect and Nuance: Changing Accounts of Sex, Gender and Mathematics. in Chris Skelton & Lisa Smulyan (eds). Handbook of Gender and Education. Sage Publications (pp 207-220).
Boaler, J. (2006). “Opening Our Ideas”: How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory into Practice, Vol. 45, No. 1.
Boaler, J. (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.
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.
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.
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 (2001). Mathematical Modeling and New Theories of Learning. Teaching Mathematics and its Applications. 20 (3), 121-127
Boaler, J., & Greeno, J. G. (2000). Identity, Agency, and Knowing. Multiple Perspectives on Mathematics Teaching and Learning, 1, 171.
Boaler, J., Wiliam, D., & Brown, M. (2000). Students’ experiences of ability grouping – disaffection, polarization and the construction of failure. British Educational Research Journal, 26, 5, 631-648.
Boaler, J (1998). Open and Closed Mathematics: Student Experiences and Understandings. Journal for Research in Mathematics Education Vol. 29, No. 1, 41–62