(M7.1) Factoring Practice That is Actually Fun? Meet "Quadratic Rush"


Factoring quadratics, definitely not the most exciting thing for most students. But I found this game called Quadratic Rush, and wow, it actually made practicing factoring feel…well, fun! You versus the clock to pick the right factors, and it is kind of addictive. Seriously, I played longer than I want to admit…


What I love about it is that it feels like a safer space for students to mess up, learn from it right away, and try again. It reminded me of some research I read about simulations in teacher training, how future teachers practice tough situations in a no-pressure environment (Gates Bradley & Kendall, 2014). This game kind of does the same for my students, giving them room to practice without the stress of “one shot only.”


That small detail, getting to try again right away, made me think a lot about how we design learning in the classroom. It reminded me of Lynch’s (2022) idea of creating a feedback loop culture. In games, we don’t get punished for failing, we learn from it, reflect, and retry. That is the exact kind of energy I want in my classroom. 


I wouldn’t just hand it out and say “have fun.” Instead, I would make it part of a bigger plan where students:

  • Review the factoring steps for trinomials together first (what factors add to the middle term and multiply to the last term)

  • Use the game to build speed and confidence 

  • Keep track of their own progress, like a little scoreboard for themselves 

  • Reflect on what’s working and/or what is not working after playing for a few rounds


This really resonates with Lynch’s (2022) idea that learning should feel more like playing a video game, where it is okay to make mistakes, you get feedback as you go, and each step helps you grow and level up.

Instead of worrying about numeric grades, I would focus on how students get better over time. The goal is not perfection on the first try, it is growth, confidence, and realizing mistakes are just part of the journey. 


When students feel like they can try and try and try again to get better, math does not seem so intimidating. Games like this turn practice into a challenge instead of a chore! And when students take charge of their progress, reflect on what they are learning, and feel supported, not judged, they are way more likely to stick with it. 


References

Gates Bradley, E., & Kendall, B. (2014). A Review of Comupter Simulatios in Teacher Education. Educational Technology Systems, 43(1). http://dx.doi.org/10.2190/ET.43.1.b

Lynch, T. L. (2022). Special Issues, Volume 1. National Council of Teachers of English (NCTE).

 Factoring Practice that is actually fun? Meet “Quadratic Rush”

Comments

  1. Emily BradyJune 25, 2025 at 5:08 PM

    Hi Allie,
    I think this game is amazing. It is hard to find games that high schoolers want to play and are relevant. I think the approach of trying to get better rather than it being impossible like a pen and paper task seems is such a great motivator fro students. It gives them a sense of success and improving even if they were confused by the math. I love how you connected this to Lynch and talked about using gamification to make students feel like it's a video game.

    ReplyDelete
  2. Jenna GarganoJune 25, 2025 at 8:06 PM

    Allie,

    Thanks for sharing this great game! You're right... it is addicting! I definitely needed a look at the instructions at first but it was very simple! I think it's definitely a safe and easily navigated for students to use and practice this skill. I like that it's timed but still doesn't feel overly stressful. The leaderboard is also a great touch where students will be motivated to get their names on there! Including scores always makes students more engaged and take assignments/learning more seriously because they all love a competition!

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