Curricular Resources
Algebraic Thinking, Multiplication, and Division
If If Aliens Taught Algebra Multiplication and Division Would be out of This World—Teacher Manual
Numbers & Operations – Fractions
Mission to Mars Fractions Lessons Collection—Research Team [Large file size]
Graphing & Data Analysis
Greening Up With Graphing: Recycle, Reduce, & Reuse
Greening Up With Graphing: Recycle, Reduce, & Reuse—Student Mathematician Journal
Geometry & Measurement
Geometry & Measurement for All Shapes & Sizes
Geometry & Measurement for All Shapes & Sizes—Student Mathematician Journal
Practitioners’ Guides
Developing Rigorous, Differentiated Mathematics Lessons
Rubenstein. L. D., Gubbins, E. J., Boldt, G. T., & Cody, R. A. (2022). Thinking like mathematicians: Challenging all grade 3 students–An instructional guide to developing rigorous, differentiated mathematics lessons. University of Connecticut, Renzulli Center for Creativity, Gifted Education, and Talent Development.
Encouraging Mathematical Thinking in Elementary School
What Elementary Educators Need to Know About Encouraging Their Students to Think Mathematically
What Elementary Educators Need to Know About Encouraging Their Students to Think Mathematically [Disability Accessible]
Implementing Differentiated Mathematics Curricula
Differentiating Grade 3 Algebra
Journal Articles
Boldt, G. T., Canavan, E. J., Cody, R. A., & Gubbins, E. J. (2023, November). Developing mathematical creativity in gifted and talented education. Teaching for High Potential, 1, 16–17.
Cody, R. A., Boldt, G. T., & Gubbins, E. J. (2023). How teachers make decisions in response to professional learning: A study on grade 3 differentiation in mathematics. Journal of Advanced Academics, 1–30. Advance online publication. https://doi.org/10.1177/1932202X231221143
Hayden, S. M., Gubbins, E. J., Cody, R. A., & Boldt, G. T. (2023). Teachers’ perceptions of differentiation following a math curriculum implementation study. Journal for the Education of the Gifted, 1–27. Advance online publication. https://doi.org/10.1177/01623532231215092