1. A. F. Cabrera, J. L. Crissman, E. M. Bernal, A. Nora, P. T. Terenzini, and E. T. Pascarella, “Collaborative Learning: Its Impact on College Students’ Development and Diversity,” Journal of College Student Development 43, no. 1 (2002): 20–34; H. Jazaieri, K. McGonigal, T. Jinpa, J. R. Doty, J. J. Gross, and P. R. Goldin, “A Randomized Controlled Trial of Compassion Cultivation Training: Effects on Mindfulness, Affect, and Emotion Regulation,” Motivation and Emotion 38 (2014): 23–35; Organisation for Economic Co-operation and Development, PISA 2015 Results, vol. 5: Collaborative Problem Solving (Paris: PISA, OECD, 2015); M. F. Winters, Inclusive Conversations: Fostering Equity, Empathy, and Belonging Across Differences (Oakland, CA: Berrett-Koehler Publishers, 2020).
2. J. Boaler and M. Staples, “Creating Mathematical Futures Through an Equitable Teaching Approach: The Case of Railside School,” Teachers College Record 110, no. 3 (2008): 608–45; R. K. Anderson, J. Boaler, and J. A. Dieckmann, “Achieving Elusive Teacher Change Through Challenging Myths About Learning: A Blended Approach,” Education Sciences 8, no. 3 (2018): 98, https://www. mdpi.com/2227-7102/8/3/98; J. Boaler, J. A. Dieckmann, G. Pérez-Núñez, K. L. Sun, and C. Williams, “Changing Students’ Minds and Achievement in Mathematics: The Impact of a Free Online Student Course,” Frontiers in Education (2018): 26; J. Boaler, J. A. Dieckmann, T. La-Mar, M. Leshin, M. Selbach-Allen, and G. Pérez-Núñez, “The Transformative Impact of a Mathematical Mindset Experience Taught at Scale,” Frontiers in Education (2021): 512.
3. О школе Хаверсток смотрите https://www.haverstock.camden. sch.uk.
4. M. Suárez-Pellicioni, M. I. Núñez-Peña, and A. Colomé, “Math Anxiety: A Review of Its Cognitive Consequences, Psychophysiological Correlates, and Brain Bases,” Cognitive, Affective, and Behavioral Neuroscience 16 (2016): 3–22, https://pubmed.ncbi. nlm.nih.gov/26250692/.
5. C. Drew, “Why Science Majors Change Their Minds (It’s Just So Darn Hard),” New York Times, November 4, 2011, https://www. nytimes.com/2011/11/06/education/edlife/why-science-ma-jors-change-their-mind-its-just-so-darn-hard.html.
6. C. Edley Jr., “At Cal State, Algebra Is a Civil Rights Issue,” Ed-Source, June 5, 2017, https://edsource.org/2017/at-cal-state-al-gebra-is-a-civil-rights-issue/582950.
7. J. Boaler, “Op-Ed: How Can We Make More Students Fall in Love with Math?” Los Angeles Times, March 14, 2022, https:// www.latimes.com/opinion/story/2022-03-14/math-frame-work-california-low-achieving.
8. J. Boaler, What’s Math Got to Do with It? How Teachers and Parents Can Transform Mathematics Learning and Inspire Success (New York: Penguin, 2015).
9. Anderson et al., “Achieving Elusive Teacher Change,” 98; Boaler and Staples, “Creating Mathematical Futures.”
10. Смотрите мою биографию в разделе «Наша команда» на сайте https://www.youcubed.org/our-team/.
11. Z. Clute, “Bad at Math No More,” Hechinger Report, April 4, 2017, https://hechingerreport.org/opinion-bad-math-no/.
12. OECD, Skills Matter: Additional Results from the Survey of Adult Skills (Paris: OECD Publishing, 2019), https://doi.org/10.1787/ 1f029d8f-en.
13. OECD, Skills Matter.
14. L. Abrams, “Study: Math Skills at Age 7 Predict How Much Money You’ll Make,” Atlantic, May 9, 2013, https://www.theat-lantic.com/health/archive/2013/05/study-math-skills-at-age-7-predict-how-much-money-youll-make/275690/.
15. J. Boaler, Limitless Mind: Learn, Lead, and Live Without Barriers (New York: HarperCollins, 2019).
16. “How to Learn Math for Teachers,” Stanford Online, https://on-line.stanford.edu/courses/xeduc115n-how-learn-math-teachers.
17. J. Boaler, K. Dance, and E. Woodbury, From Performance to Learning: Assessing to Encourage Growth Mindsets (Stanford, CA: youcubed, 2018), https://www.youcubed.org/wp-content/up-loads/2018/04/Assessent-paper-final-4.23.18.pdf.
18. E. K. Chestnut, R. F. Lei, S. J. Leslie, and A. Cimpian, “The Myth That Only Brilliant People Are Good at Math and Its Implications for Diversity,” Education Sciences 8, no. 2 (2018): 65; S. Leslie, A. Cimpian, M. Meyer, and E. Freeland, “Expectations of Brilliance Underlie Gender Distributions Across Academic Disciplines,” Science 347 (2015): 262–65.
19. M. Merzenich, SoV-Wired: How the New Science of Brain Plasticity Can Change Your Life (San Francisco: Parnassus, 2013), 2; N. Doidge, The Brain That Changes Itself (New York: Penguin, 2007).
20. T. Iuculano, M. Rosenberg-Lee, J. Richardson, C. Tenison, L. Fuchs, K. Supekar, and V. Menon, “Cognitive Tutoring Induces Widespread Neuroplasticity and Remediates Brain Function in Children with Mathematical Learning Disabilities,” Nature Communications 6 (2015): 8453, https://doi.org/10.1038/ ncomms9453.
21. L. Letchford, Reversed: A Memoir (Irvine, CA: Acorn, 2018).
22. J. Boaler, “Crossing the Line: When Academic Disagreement Becomes Harassment and Abuse,” Stanford University, March 2023, https://joboaler.people.stanford.edu/.
23. Программа 2023 Mathematics Framework, California Department of Education, проверено 20 октября 2023 года, https:// www.cde.ca.gov/ci/ma/cf/.
24. Anderson et al., “Achieving Elusive Teacher Change,” 98.
25. Смотрите, например, работы Юджинии Ченг, Кейт Девлин, Дэна Финкела, Мариам Мирзахани, Стивена Строгаца и Та-литии Уильямс.
26. E. Cheng, “What If Nobody Is Bad at Maths?,” Guardian, May 29, 2023, https://www.theguardian.com/books/2023/may/29/ what-if-nobody-is-bad-at-maths.
27. L. Chen, S. R. Bae, C. Battista, S. Qin, T. Chen, T. M. Evans, and V. Menon, “Positive Attitude Toward Math Supports Early Academic Success: Behavioral Evidence and Neurocognitive Mechanisms,” Psychological Science 29, no. 3 (2018): 390–402.
28. L. R. Aiken and R. M. Dreger, “The Effect of Attitudes on Performance in Mathematics,” Journal of Educational Psychology 52, no. 1 (1961): 19–24, https://doi.org/10.1037/h0041309; L. R. Aiken, “Update on Attitudes and Other Affective Variables in Learning Mathematics,” Review of Educational Research 46 (1976): 293–311, https://www.jstor.org/stable/1170042.
29. F. Pajares and M. D. Miller, “Role of Self-Efficacy and Self-Concept Beliefs in Mathematical Problem Solving: A Path Analysis,” Journal of Educational Psychology 86 (1994): 193–203, https://doi.org/10.1037/0022-0663.86.2.193; K. Singh, M. Granville, and S. Dika, “Mathematics and Science Achievement: Effects of Motivation, Interest, and Academic Engagement,” Journal of Educational Research 95 (2002): 323–32, https://doi. org/10.1080/0022067020996607.
30. Исследователи часто применяют показатель IQ, хотя этот тест имеет расистские корни. Смотрите, например, “History of the Race and Intelligence Controversy,” Wikipedia, проверено 16 сентября 2023 года, https://en.wikipedia.org/ wiki/History_of_the_race_and_intelligence_controversy.
31. Chen et al., “Positive Attitude Toward Math.”
32. S. Beilock, How the Body Knows Its Mind: The Surprising Power of the Physical Environment to Influence How You Think and Feel (New York: Simon and Schuster, 2015).
33. Chen et al., “Positive Attitude Toward Math.”
34. C. B. Young, S. S. Wu, and V. Menon, “The Neurodevelopmental Basis of Math Anxiety,” Psychological Science 23, no. 5 (2012): 492–501.
35. J. Boaler, “Prove It to Me!” Mathematics Teaching in the Middle School 24, no. 7 (2019): 422–28.
36. Boaler, “Prove It to Me!”
37. Смотрите раздел «Моя команда» на https://www.youcubed. org/our-team/.
38. Boaler et al., “Transformative Impact,” 512.
39. Boaler et al., “Transformative Impact,” 512.
40. Iuculano et al., “Cognitive Tutoring,” 8453; Chen et al., “Positive Attitude Toward Math”; V. Menon, “Salience Network,” in A. W. Toga, Brain Mapping: An Encyclopedic Reference, Academic Press, 2015, https://med.stanford.edu/content/dam/sm/scsnl/ documents/Menon_Salience_Network_15.pdf.
41. C. S. Dweck, Mindset: The New Psychology of Success (New York: Random House, 2006); J. W. Stigler and J. Hiebert, The Teaching Gap: Best Ideas from the World’s Teachers for Improving Education in the Classroom (New York: Simon and Schuster, 2009); H. Stevenson and J. W. Stigler, Learning Gap: Why Our Schools Are Failing and What We Can Learn from Japanese and Chinese Education (New York: Simon and Schuster, 1994); A. Ericsson and R. Pool, Peak: Secrets from the New Science of Expertise (New York: Random House, 2016).
42. Boaler et al., “Transformative Impact,” 512.
43. P. Liljedahl, “Building Thinking Classrooms: Conditions for Problem-Solving,” in Posing and Solving Mathematical Problems: Advances and New Perspectives, eds. P. Felmer, E. Pehkonen, and J. Kilpatrick, 361–86, (Switzerland: Springer, 2016).