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Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Casler-Failing, S. (2002). Multimodal and hands-on strategies to promote mathematical knowledge and skill development in students with a special focus on English language learners. Unpublished manuscript, University at Albany, SUNY, Albany, NY.
Chiu, T. K. F., & Churchill, D. (2016). Design of learning objects for concept learning: Effects of multimedia learning principles and an instructional approach. Interactive Learning Environments, 24(6), 1355-1370.
Congdon, E. L., Novack, M. A., Brooks, N., Hemani-Lopez, N., O'Keefe, L., & Goldin-Meadow, S. (2017). Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention. Learning and Instruction, 50, 65-74.
Florida Department of Education. (2010). Classroom cognitive and meta-cognitive strategies for teachers: Research-based strategies for problem-solving in mathematics K-12.
Lipsett, A. (2011). Supporting emotional regulation in elementary school: Brain-based strategies and classroom interventions to promote self-regulation. LEARNing Landscapes 5(1), 157-175.
Moschkovich, J. (2012). Mathematics, the Common Core, and language: Recommendations for mathematics instruction for ELs aligned with the Common Core. Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and Next Generation Science Standards, 94, 17.
Paek, S. (2012). The impact of multimodal virtual manipulatives on young children's mathematics learning (Doctoral dissertation). Teachers College, Columbia University, New York.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.