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de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74-84.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies. ed.gov/ncee/wwc/publications/practiceguides/.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Maida, M., & Maida, P. (2011). Problem solving around the corner. Mathematics Teaching in the Middle School, 16(8), 466-472.
Markey, C., Power, D., & Booker, G. (2003). Using structured games to teach early fraction concepts to students who are deaf or hard of hearing._ American Annals of the Deaf, 148_(3), 251-258.
Schifter, C. C. (2013). Games in learning, design, and motivation. In M. Murphy, S. Redding, & J. Twyman (Eds.), Handbook on Innovations in Learning (pp. 149-164).
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.
Wouters, P., Van Nimwegen, C., Van Oostendorp, H., & Van Der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265.
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