**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