Research-based actions and practical ideas for implementation can help shape your differentiated instruction.

Contributor Notes

M. Katherine Gavin,, is an associate professor in the Neag School of Education at the University of Connecticut. She is interested in developing a mathematics curriculum and providing professional development for teachers that promote high-level critical and creative mathematical thinking in young students.

Karen G. Moylan,, is the pre-K–grade 8 mathematics consultant for the Mansfield Public Schools in Mansfield, Connecticut. She is interested in mathematics professional development for teachers, improving discourse and writing about mathematics, and promoting high-level mathematical thinking in all students.

(Corresponding author is Gavin author is Moylan
Teaching Children Mathematics


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