In the News

A new article by Jo Boaler on the need to change from performance to learning and give students mathematical freedom.

Jo Boaler comments on evidence from the UK that new exams may not be impacting the genders equally.

Jo Boaler is featured in this article about girls, maths and anxiety by Perri Klass, MD.

Jo Boaler on ways to make students feel less math anxious.

In this article, Jo Boaler argues for advancing the STEM fields and those groups who are underrepresented within them.

In this opinion piece, a student in Jo’s seminar describes how her relationship with math changed from trauma to hope.

Jo Boaler details five problems we can solve to keep students on course and end the math madness.

Research suggests timed tests cause math anxiety. Teachers in the United States are often forced to follow directives that make […]

Silicon Valley Common Core Initiative’s efforts help shift education.

Speed doesn’t matter, and there’s no such thing as a “math person.”

Article in San Francisco Examiner September 30, 2014, written by Richard A. Carranza (superintendent of the San Francisco Unified School […]

Yesterday was an important day for gender equity in mathematics. For the first time, the Fields Medal was awarded to […]

Is our attitude towards maths killing the subject for children? Professor Jo Boaler believes a widespread belief in the existence […]

This is a really important new article quoting the California State President of the Board of Education, about Common Core […]

Stanford Professor Jo Boaler says that students most effectively learn “math facts” working on problems that they enjoy, rather than […]

Mathematics classes of the past decade have valued one type of math learner, one who can memorize well and calculate […]

People labeled “smart” at a young age don’t deal well with being wrong. Life grows stagnant. “Mistakes grow your brain,” […]

A growing movement is afoot in parenting and education circles to retire the word “smart” altogether. Jo is quoted in […]

This blog post from It’s About Time describes Jo’s keynote speech at the 2015 NCSM conference in Boston and the […]

This blog post reports on a new study which found that parental math anxieties are often passed on to kids. […]

In this article published in the online journal Medium, Jo describes how neuroscience is changing our mathematical future.

In this article posted on KQED’s education blog, Jo Boaler explains why there is no such thing as a “math […]

Jo Boaler, professor of mathematics education at Stanford University, has big ambitions – she’s on a mission to transform maths […]

In this article published on the last day of 2015 by the Atlantic, Jo explains how mastering math has become […]

KQED excerpted a chapter from Jo’s latest book for its education blog, “MindShifts.” This excerpt is from the chapter entitled […]

In this article adapted from her new book, Jo discusses replacing performing with learning in math.

This article in EdSource explores some of the ideas in Jo’s book, “Mathematical Mindsets.”

Hear Jo on the public radio program “Forum” discussing her book, “Mathematical Mindsets,” and new tools and techniques that make […]

Jo Boaler envisions an academic world where everyone can learn math equitably regardless of their skin color, gender, sexual orientation […]

In this opinion piece, Alice Keeler describes why Jo Boaler’s book “Mathematical Mindsets” was “easily the most powerful read ever […]

Evidence from brain science suggests that far from being “babyish,” the technique is essential for mathematical achievement.

Jo Boaler is featured in this article discussing why girls often opt out of STEM.

The work of youcubed is highlighted in this article on the importance of fingers and other aspects of visual maths.

Data from 13 million students worldwide shows that the lowest achievers are those who take a memorization approach to math.

Jo Boaler ranks #12 in this annual tally of the most influential scholars in education.

The benefits of finger use in math and the “piano exercise” activity for strengthening finger perception.