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TEDDY
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TOBY
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SLOPE QUEST

BLOCK WORLD

Rebuild the world with MATH!

💎 ⭐ 💚
BLOCK WORLD MAP
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⛏️ PLAYER
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World 1
The Ramp Builder
☆☆☆
🪨
World 2
The Mine Shaft
☆☆☆
💎
World 3
Crystal Bridge
☆☆☆
👑
World 4
Diamond Summit
☆☆☆
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World 5
Nether Fortress
☆☆☆

Tap any world to jump there, even locked ones. Creative mode is always on.

WORLD 1 What is Slope?

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⚡

YOU'RE ON FIRE!

5 correct in a row!
You clearly know this stuff.
Want to jump ahead?

W1 Q1/10
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STREAK:

Question text here

WORLD 1 BOSS DEFEAT THE SLOPE DRAGON!
DRAGON HP
3/3
VS
YOUR HP
3/3

Boss question here

WORLD 1 COMPLETE!

💎 +5
👑

SLOPE MASTER!

You mastered ALL 5 worlds!

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GEMS
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STARS
🏆 ISEE MIDDLE LEVEL READY!
📚 THE RESEARCH

FOR PARENTS & TEACHERS: The core mechanics in Slope Quest 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.

TIER 1: CAUSAL EVIDENCE (randomized trials and WWC evidence syntheses)
🎮 Every slope problem lives on a drawn grid: the line, the RISE, and the RUN are painted on the canvas, not described in words
Two WWC practice guides converge here: use visual representations in problem solving (Woodward et al., Rec 3, rated STRONG) and use concrete and semi-concrete representations (Fuchs et al., Rec 3, rated STRONG; all six recommendations in that guide are rated Strong). In this game slope is a picture before it is a formula: rise and run are drawn on the line for every problem.

Woodward et al. (2012), NCEE 2012-4055, Rec 3: visual representations (Strong). Fuchs et al. (2021), WWC 2021006, Rec 3: representations (Strong).

🎮 Two routes to the same slope: counting rise over run on the grid first, then the two-point formula on the same kind of problem
The WWC algebra guide recommends teaching and comparing alternative solution strategies (Star et al., Rec 3, rated MODERATE). The game teaches grid-counting first, then introduces the slope formula as a second route to answers players can already reach by counting, so the formula lands as a shortcut instead of a mystery.

Star et al. (2015), NCEE 2015-4010, Rec 3: alternative strategies (Moderate).

🎮 REVIEW MODE: the questions you missed come back as a quiz
Re-exposure through quizzing (retrieval practice) is a STRONG-rated recommendation in the IES practice guide on organizing instruction and study (Pashler et al., Rec 5b). Review mode re-asks the exact problems a player missed instead of letting them scroll past the answer.

Pashler et al. (2007), NCER 2007-2004, Rec 5b: quizzing to re-expose (Strong).

ALSO IN THE DESIGN (a minimal-evidence recommendation, labeled honestly)
🎮 Read the line FIRST: positive, negative, zero, or undefined, before any arithmetic
The WWC algebra guide recommends teaching students to notice and use the structure of a representation before manipulating it (Star et al., Rec 2). Honest label: the panel rated this recommendation MINIMAL evidence, meaning it rests partly on expert consensus and emerging research rather than a deep base of trials. We use it because it is low-cost, low-risk, and consistent with the stronger evidence above.

Star et al. (2015), Rec 2: utilize structure (Minimal).

FULL REFERENCES

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.

Pashler, H., Bain, P. M., Bottge, B. A., Graesser, A., Koedinger, K., McDaniel, M., & Metcalfe, J. (2007). Organizing Instruction and Study to Improve Student Learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.

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.

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

📝

GRAB YOUR
SCRATCH PAPER!

Real miners sketch before they dig.

💎 GEM MINE!

SCORE: 0 10

Tap the ore when it pops up! 💎 = 3 points!

⛏️ TIME!

🔮 REVIEW MODE Q1/5
⛏️ THE QUARRY

Endless mining practice with fresh numbers every time. No hearts down here. A wrong answer just teaches you and goes on your review list. Every correct answer earns +1 gem.

💎 Practice gems today: 0/15