Publications

Curricular Resources

Algebraic Thinking, Multiplication, and Division

If Aliens Taught Algebra Multiplication and Division Would be out of This World—Student Mathematician Notebook

If Aliens Taught Algebra Multiplication and Division Would be out of This World—Student Mathematician Notebook With Answer Keys

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