Games and videos lend themselves to student engagement and learning, but how do teachers determine what is most beneficial to student learning? How can we effectively incorporate technology into our teaching of mathematics?

Contributor Notes

Ann Bremner, ann.bremner@fcps.edu, is a math resource teacher for K–grade 5 students at Weyanoke Elementary School in Fairfax County Public Schools, Alexandria, Virginia.

Edited by Spencer Jamieson, spencer.jamieson@fcps.edu, a math resource teacher for the Instructional Services Department of Fairfax County Public Schools (FCPS) in Virginia

Patricia W. Freeman, pfreema1@gmu.edu, who teaches algebra 1 and geometry to eighth-grade students at Franklin Middle School in Chantilly, Virginia, while pursuing a doctorate in Mathematics Education Leadership at George Mason University (GMU)

Courtney Baker, cbaker@gmu.edu, who is a mathematics consultant for FCPS and a GMU doctoral student.

(Corresponding author is Bremner ann.bremner@fcps.edu)
(Corresponding author is Jamieson spencer.jamieson@fcps.edu)
(Corresponding author is Freeman pfreema1@gmu.edu)
(Corresponding author is Baker cbaker@gmu.edu)
Teaching Children Mathematics
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