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. & 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/