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Jo Boaler on Muck Rack

Jo Boaler

Stanford University, University
As seen in: The Telegraph, TIME, Wiley Online Library, Los Angeles Times, The Atlantic, La Repubblica, MDPI, SAGE Publishing, Scientific American, Taylor & Francis Online and
Stanford Professor, Author: Limitless Mind, co-founder: youcubed.org & avid Baggies Fan! Equity advocate. Impervious to men who abuse me on X.
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Articles

5 Ways to Encourage Deep Mathematical Thinking

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By Jo Boaler
| Edutopia Verified
I know that teachers play the most significant role in any learning situation, and studies have shown that investing in teacher learning is more important than investing in new curriculum, books—or anything else. I also know that the best learning outcomes happen when teachers have autonomy to choose tasks, adapt tasks, and bring in new tasks. But what should you be looking for when choosing tasks? And how do you adapt tasks to meet the interests and needs of the students in your class?
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Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning

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By Tanya LaMar, Jo Boaler, Miriam Leshin
| MDPI
1. Introduction Decades of research in mathematics education has demonstrated the need to support all students to engage in mathematics, as opportunities to learn are not equitably distributed across subgroups of students [1], and many students do not have opportunities to actively engage in mathematics [2,3]. Narratives about mathematical ability as limited to the gifted few [4,5] and disproportionately held by white and Asian males [6] permeate our society and our schools.
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To teach math effectively, California must focus on deep, conceptual learning

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By Jo Boaler, Cole Sampson
| The Desert Sun (Palm Springs, CA) Verified
Fierce wars continue to rage around math instruction, but there are many practical changes we should make for mathematics students upon which most of us can probably agree, that could transform their ability to achieve. A promising new initiative for California that we have both been involved with tackles two of the most pressing flaws of traditional math instruction with elegant solutions that should be appealing to many, no matter which camp they occupy in the debates.
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