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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.
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. (my downloaded copy is here)
The Institute of Education Sciences (IES). (2017). Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools. NCEE 2009-4060.
Levine, S. C., Ratliff, K. R., Huttenlocher, J., & Cannon, J. (2012). Early puzzle play: a predictor of preschoolers' spatial transformation skill. Developmental psychology, 48(2), 530.
Magargee, S. D., & Beauford, J. E. (2016). Do explicit number names accelerate pre-kindergarteners' numeracy and place value acquisition? Educational Studies in Mathematics, 92(2).
Ramani, G.B., & Eason, S.H. (2015). It all adds up: Learning early math through play and games. Phi Delta Kappan, 96(1), 27-32.
Rittle-Johnson, B., & Jordan, N. C. (2016). Synthesis of IES-Funded Research on Mathematics: 2002-2013 (NCER 2016-2003) Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
Siegler, R. S., & Ramani, G. B. (2008). Playing linear numerical board games promotes low-income children's numerical development. Developmental Science, 11(5), 655-661.
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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