introducing interactive quiz stories organized by a map that rolls into a torus
Goals
For the learner to have an opportunity to . . .
- Examine a variety of interactive quizzes based on a toric map
- Recognize the elements of hypertext constructed with paper
- Assess toric interactive quizzes as portfolio products
- Evaluate options for higher thinking skills (e.g., group work)
- Compare toric map quizzes with the iQuiz format
Content
These two interactive quizzes were written by 11-year-olds.
These two interactive quizzes were written by 9-year-olds.
- Click or tap on any of the images to examine the content.
- All four were constructed from a map that forms a torus (donut shape) if rolled side to side, then end to end.
All four are functionally similar.
- Given a passage on each sheet and three options [bottom left], select the option that you think fits best and turn to the sheet named after the arrow.
- Sheets are arbitrarily named, and students would often pick a theme of their choice, such as colors or countries.
Content is not arbitrary; students organize rows by thematic elements.
- For instance, the map for Jimmy’s math maze shows that each row across corresponds to the same operation: addition, subtraction, multiplication, adding decimals, adding common fractions.
- Similarly, the map for Kristina’s quiz shows each row is thematically linked: food, clothing, ceremony, relationships, symbols or artifacts.
Integrating story with math made the content more meaningful and raised the taxonomic level to application of the math concept and creation of the narrative.
- Students at both levels demonstrated enthusiasm for topic quizzes, possibly by a heightened by ownership in the process, integrating interactivity with subject matter. People support what they help create. A math maze requires making a map, creating narrative, organizing flow of content, adding graphics, and peer proofreading. The result is a portfolio product that showcases skills in any or all of these areas.
- The 11-year-olds worked to a stated rubric, evident on the cover sheets of their quizzes. They also were required to explain the answer on the back of the question sheet.
What do you Think?
- When students worked in small groups, three students producing one interactive quiz, the quality of the product and the taxonomic levels attempted increased. What might account for that?
- As portfolio products, students were not penalized in areas outside the primary subject area. For instance, quality of artwork would not lower a social studies score. How is a portfolio product like or unlike showing that I can ride a bicycle?
