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, J. (2006). Opening Their Ideas: How a de-tracked math approach promoted respect, responsibility and high achievement. Theory into Practice. Winter 2006, Vol. 45, No. 1, 40-46.

Boaler, J. (2006). Urban Success. A Multidimensional mathematics approach with equitable outcomes. Phi Delta Kappan, 87, 5.

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 (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. (2003) When Learning no Longer Matters – standardized testing and the creation of inequality. Phi Delta Kappan, 84, 7, 502-506.

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., 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.