Rank up your Builder's Guild with GEOMETRY! 🧱📐
HOW TO PLAY: solve the area, angle, and shape puzzles to rank up each build.
Every guild word, measured twice. Say them out loud.
Tap any world to jump there, even locked ones. Builders never wait around.
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Question text here
Boss question here
🎁 You earned coins! Spend them in the Avatar Lab on the main menu.
You conquered ALL 5 build sites!
Why this game teaches the way it does
FOR PARENTS & TEACHERS: The core mechanics in Master Builder are tied to published evidence, and the evidence is sorted honestly. TIER 1 lists causal evidence: randomized trials and IES/WWC practice-guide recommendations. 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. One more honest note: these studies test the teaching practices the game borrows, not this game itself.
Woodward et al. (2012), NCEE 2012-4055, Rec 3: visual representations (Strong). Fuchs et al. (2021), WWC 2021006, Rec 3: representations (Strong).
Gersten et al. (2009), NCEE 2009-4060, Rec 3: explicit and systematic instruction (Strong). Fuchs et al. (2021), Rec 1: systematic instruction (Strong).
Woodward et al. (2012), Rec 2: monitoring and reflecting (Strong).
Booth, Lange, Koedinger & Newton (2013): randomized experiments with correct and incorrect examples (algebra classrooms).
Ziv (1988): two randomized semester experiments, college students, content-related humor. Bolkan, Griffin & Goodboy (2018): college experiments where integrated humor lowered test performance.
Bolkan, S., Griffin, D. J., & Goodboy, A. K. (2018). Humor in the classroom: The effects of integrated humor on student learning. Communication Education, 67(2), 144-164.
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.
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.
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.
Ziv, A. (1988). Teaching and learning with humor: Experiment and replication. Journal of Experimental Education, 57(1), 5-15.
All WWC practice guides: ies.ed.gov/ncee/wwc/PracticeGuides
Real builders sketch before they build.
THE GUILD CRANE TEST
Tap to drop the block on the tower!
Endless practice with fresh numbers and a fresh figure every time. No hearts here. A wrong answer just teaches you and goes on your review list. Every correct answer earns +1 gem.