The treasure x is trapped in equations.
ISOLATE x. Set it free!
HOW TO PLAY: choose each step to undo the operations on both sides until x is all alone.
Tap any island to jump there, even locked ones. Pirates sail where they please.
Ahoy!
4 in a row! You clearly know this island.
Want to sail straight to the last treasure?
Question
Question
🎁 You earned coins! Spend them in the Avatar Lab on the main menu.
You conquered all 5 islands
and sank Blackfin Reef!
Endless practice with fresh numbers every time. No hearts here. A wrong answer just teaches you and goes on your review list. Every correct answer earns +1 gold.
Why this game teaches the way it does
FOR PARENTS & TEACHERS: Every mechanic in Equation Pirates implements a specific evidence-based recommendation from the IES What Works Clearinghouse (WWC) practice guides and peer-reviewed mathematics-education research. One honest note: the guide panels grade each recommendation's evidence MINIMAL, MODERATE, or STRONG (minimal-evidence recommendations rest partly on panel expert opinion), and every card below prints the level it leans on. The practice guides are free at ies.ed.gov/ncee/wwc.
Fuchs et al. (2021), WWC intervention guide, Rec 3: concrete & semi-concrete representations (Strong). Witzel, Mercer & Miller (2003): CRA for algebra (matched quasi-experiment). Bruner (1966): enactive→iconic→symbolic (theory). Ng & Lee (2009): Singapore tape models (descriptive).
Gersten et al. (2009), Rec 3: explicit and systematic instruction (Strong). Witzel et al. (2003): explicit instruction model for algebra (matched quasi-experiment).
Star et al. (2015), Rec 1 (Minimal). Booth, Lange, Koedinger & Newton (2013): worked examples with self-explanation.
Booth et al. (2013): differentiating correct vs. incorrect examples. Star et al. (2015), Rec 1: incorrect solved problems (Minimal).
Star et al. (2015), Rec 2 (Minimal). Woodward et al. (2012), Rec 2: reflective prompts during problem solving (Strong).
Star et al. (2015), Rec 3 (Moderate). Rittle-Johnson & Star (2007): comparing solution methods.
Woodward et al. (2012), Rec 3: visual representations in problem solving (Strong). Ng & Lee (2009): model method as a bridge to algebra (descriptive).
Fuchs et al. (2021), Rec 2: explicit vocabulary and mathematical language instruction (Strong).
Booth, J. L., Lange, K. E., Koedinger, K. R., & Newton, K. J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24–34.
Bruner, J. S. (1966). Toward a Theory of Instruction. Cambridge, MA: Belknap Press of Harvard University Press.
Fuchs, L. S., Newman-Gonchar, R., Schumacher, R., Dougherty, B., Bucka, N., Karp, K. S., Woodward, J., Clarke, B., Jordan, N. C., Gersten, R., Jayanthi, M., Keating, B., & Morgan, S. (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC 2021006). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
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.
Ng, S. F., & Lee, K. (2009). The model method: Singapore children's tool for representing and solving algebraic word problems. Journal for Research in Mathematics Education, 40(3), 282–313.
Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? Journal of Educational Psychology, 99(3), 561–574.
Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students (NCEE 2015-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education.
Witzel, B. S., Mercer, C. D., & Miller, M. D. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), 121–131.
Woodward, J., Beckmann, S., Driscoll, M., Franke, M., Herzig, P., Jitendra, A., Koedinger, K. R., & Ogbuehi, P. (2012). Improving Mathematical Problem Solving in Grades 4 Through 8 (NCEE 2012-4055). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
All WWC practice guides: ies.ed.gov/ncee/wwc/PracticeGuides
A navigator writes it down.
PIP THE SHARPSHOT'S DEMOLITION RANGE
Take your time. Pull back, aim, release to knock it ALL down!