## References

Boaler, J. (1997). When even the winners are losers: Evaluating the experiences of “top set” students. Journal of Curriculum Studies, 29(2), 165-182

Boaler, J. (2006) How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement. Theory into Practice 45(1), 40–46.

Boaler, J. (2014). Fluency without fear: Research evidence on the best ways to learn math facts. YouCubed at Stanford University. Retrieved from

Boaler, J. (2015, May 7th) Memorizers are the lowest achievers and other Common Core math surprises. The Hechinger Report. Retrieved from:

Boaler, J. & Staples, M. (2008). Creating mathematical futures through an equitable teaching approach: The case of Railside School. Teachers’ College Record, 110, 608-645.

Boaler, J., William, D., & Brown, M. (2000). Students’ experiences of ability grouping—dis- affection, polarisation and the construction of failure. British Educational Research Journal, 26(5), 631–648.

Bohrnstedt, G. W., Zhang, J., Park, B. J., Ikoma, S., Broer, M., Ogut, B., (2018). Mathematics Identity, Self-Efficacy, and Interest and their Relationships to Mathematics Achievement: A Longitudinal Analysis, prepared for Indiana University Identity Conference, Bloomington, IN, April 13-14, 2018. American Institutes for Research.

Brill, S., & McCartney, A., (2008). Stopping the Revolving Door: Increasing Teacher Retention. Politics and Policy 36: 750-774.

Carpenter, T. P., Fennema, E., & Franke, M. L. (1996). Cognitively guided instruction: A knowledge-base for reform in primary mathematics instruction. The Elementary School Journal, 97(1), 3–20.

Gray, E., & Tall, D., (2007). Abstraction as a natural process of mental compression, 19, 23–40.

Gutiérrez, Rochelle. (2000) Advancing African-American Urban Youth in Mathematics: Un-packing the Success of One Math Department. American Journal of Education 109(1), 63–111.

Gutiérrez, R. (2012). Embracing Nepantla: Rethinking "knowledge" and its use in Mathematics teaching. Journal of Research in Mathematics Education, 1, 29-56

Lee, J., (2002). Racial and ethnic achievement gap trends: Reversing the progress toward equity? Educational Researcher, 31(1), 3-12.

Moser, J., Schroder, H. S., Heeter, C., Moran, T.P., & Lee, Y. H. (2011). Mind your errors: Evidence for a neural mechanism linking growth mindset to adaptive post error adjustments. Psychological Science 22, 1484-1489.

Organisation for Economic Cooperation and Development (2014), PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science (Volume I, Revised edition, February 2014), PISA, OECD Publishing.

Rose, H., & Betts, J. R. (2004). The effect of high school courses on earnings. Review of Economics and statistics, 86(2), 497-513.

Solomon, Y., (2007). Not belonging? What makes a functional learner identity in undergraduate mathematics? Studies in Higher Education, 32(1), 79-96

Yeager, D., Bryk, A., Muhich, J., Hausman, H., & Morales, L. (2013). Practical Measurement. Retrieved from http://www.carnegiefoundation.org/resources/publications/practical-measurement/