Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
de Freitas, S. (2018). Are games effective learning tools? A review of educational games. Educational Technology & Society, 21(2), 74–84.
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.
Learn how products like GoNoodle curate short mindfulness activities and games that can be used in the classroom for brain breaks.
Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58.
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.
Gross, M., & Latham, D. (2013). Addressing below proficient information literacy skills: Evaluating the efficacy of an evidence-based educational intervention. Library & Information Science Research, 35(3), 181-190.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134-139.
Teachers can bring writing into math classrooms by asking the students to keep records of what they are doing and learning.
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