Abstract: Apparatus and methods for providing instruction include at least one instruction site defining an instruction board and at least one instruction piece configured to be received on the instruction site. A user manipulates the at least one instruction piece to perform a change of state operation relating to the instruction. The apparatus and methods are based on applied cognitive science, where children play the lead role in storylines staged upon a rule-enforcing apparatus and by so doing, become self-enlightened about denumerability, rank-wise denumerability, addition, subtraction, multiplication, division, and other change-of-state processes encountered in mathematics and the quantifiable sciences.

Abstract: Iterative workload processing having a mandatory processing task and a preferred processing task. A processor device iteratively performs a processing workload that comprises a mandatory processing task and a preferred processing task. The mandatory processing task includes accessing a plurality of input messages that have not yet been processed, and the preferred processing task has a target timeframe within which to be performed. For each iteration, a maximum preferred processing task amount of time to perform the preferred processing task is determined based on a moving average of mandatory processing task times of previous iterations and based on the target timeframe. The preferred processing task is performed for a period of time no greater than the maximum preferred processing task amount of time.

Abstract: Provided is a braille teaching material, and a method of manufacturing the same. More particularly, the present disclosure relates to a braille teaching material, and a method of manufacturing the same, wherein by magnetic force, a teaching tool is attached to a dot corresponding to a raised dot of braille among vertical dots and horizontal dots of braille, so that even braille beginners with undeveloped fingertip sensitivity are able to learn braille.

Abstract: A math aid that strengthens addition, subtraction, multiplication and division skills as well as math memory. Math facts are displayed on two stuffed rolls using horizontal strips, color differences, various digit sizes and a roll shape all used to increase ease and focus on seeing selected facts for a math problem. Each roll displays numbers in a horizontal row for counting and subtracting. One of the rolls displays a column of even multiplicands, a row of multipliers, and corresponding rows of quotients. The second roll has a similar display but provides a column of odd multiplicands. In using the aid, one selects the facts needed by rotating the roll to the strip of facts needed, then flattening the roll enough to hold its position to see those needed facts.

Abstract: Described is a system for cueing a specific memory in a waking state. The system sends an initiation signal to a memory recall controller to select a stored stimulation pattern previously associated with a specific memory of an event. The system signals to a memory recall controller to initiate delivery of the selected stimulation pattern to a brain in a waking state for a duration of the event via a brain stimulation system. Following completion of the event, the system signals for the memory recall controller to stop the brain stimulation system from delivering the selected stimulation pattern.

Abstract: A display system includes a first display device having an active display region having individually controllable pixels, a sensor to generate information that is useful for determining a position of the first display device relative to a second display device, and a display controller to determine the position of the first display device relative to the second display device based on the information generated by the sensor. The display controller determines an image to be shown on the first display device based on the position of the first display device relative to the second display device.

Abstract: An educational kit for teaching mathematics includes easily manipulated elements, which serve as cognitive reinforcement during the learning process. These physical elements are used in conjunction with a set of grouping rules. The educational kit and corresponding grouping rules determine a model and process to represent both an algebraic linear equation and its algebraic solution. A simple element, such as an item/figure including a variable “X”, is used to denote the unknown quantity. An item/figure including a number is used to represent a numerical value. These items/figures contain the exact elements used to form the expressions of the linear equation and are not items/figures that simulate the elements that form the expressions of the equation. By the use of this educational kit and associated grouping, students learn to simplify a given linear algebraic equation to the point where the solution is obvious.

Abstract: An information processing apparatus includes a question output controller that selects and outputs an easier question to respond from plural questions as a time difference between a time associated with an event and an expected response time that is a time at which a respondent of a question about the event is likely to respond is larger.

Abstract: An avatar-incentive healthcare therapy system has a physiological monitor for generating a physiological parameter indicative of physical health. An academic test for generating a test score is indicative of mental acuity. The avatar has outward characteristics and game play capabilities proportional to the physiological health and the mental acuity so as to incentivize improved physical health and academic performance.

Abstract: A computerized tutoring system for teaching students how to construct proofs associated with computer science, logic, math, and other studies. The self tutoring system employs an interactive computer programmed with a proof problem and access to assumptions and assertions for a student to study. The student tries to solve the problem by interacting with the computer to choose and interconnect appropriate assumptions and assertions as required for the proof. The system provides immediate feedback for the student to correct mistakes and information on the student's learning progress. The level of tutoring may adjusted to suit the needs of the student. The tutoring system may include audio and visual effects to entertain the student during the tutoring process. One embodiment involves symbols to represent the assumptions and assertions, and the text of the assumptions and assertions may be toggled off to reduce distracting clutter on the computer display screen.

Abstract: An information processing apparatus includes a first storage portion, a second storage portion, a board-written data obtaining portion, a storage processing portion, and a first data processing portion. The first storage portion stores one or more pieces of board-written data which each includes lesson information that was input to a board surface. The second storage portion stores one or more pieces of exercise data. The board-written data obtaining portion obtains a piece of board-written data. The storage processing portion stores, in the first storage portion, the piece of board-written data obtained by the board-written data obtaining portion. The first data processing portion associates the piece of board-written data stored in the first storage portion by the storage processing portion, with a piece of exercise data whose learning theme is common to a learning theme of lesson information included in the piece of board-written data.

Abstract: The present invention is directed to systems and methods for objectively assessing mission readiness. The systems can comprise a backend system and scenario server in communication with the backend system. The backend system can comprise a planning and analysis system comprising planning and/or assessing data for one or more training missions, a common database builder comprising geographical data of a geographical region for the training mission, and a digital media replicator comprising a social media module configured to receive publically accessible data relevant to the training mission from one or more social media platforms. The scenario server is configured to receive data from each of the planning and analysis system, common database builder, and digital media replication to create the training mission. Methods in accordance with such systems are disclosed herein.

Abstract: A simulation tool or application for teaching statistics concepts. The tool utilizes various propensity and treatment inputs to simulate outcome responses for subject elements. In illustrated embodiments, the subject elements have the same or similar characteristics and outcome response while in other embodiments the subject elements have different characteristics and outcome response. The tool applies various propensity inputs to assign the subject elements to treatment or no-treatment to simulate treatments on different populations using different propensity mechanisms or inputs.

Abstract: Described herein are embodiments of systems, methods, apparatus and computer program products that accept student input and use a computer to process its mathematical meaning. The input can then be algorithmically tested for certain mathematical criteria. Those test results then allow the system to output immediate assessment, grades, and feedback.

Abstract: Devices and methods for hands-on learning of mathematical parabolic concepts are provided. For example, a device for teaching mathematics includes a base having a plurality of channels for accepting vertical rods of varying lengths; a lever movably attached to the base at a pivot, the lever passing through the plurality of channels; and a plurality of vertical rods, each of the plurality of vertical rods located at least partially in one of the plurality of channels and resting on the lever; wherein the plurality of vertical rods are sized and arranged so that the tops of the vertical rods illustrate a parabolic function; and wherein moving the lever about the pivot moves the plurality of rods within the plurality of channels and illustrates changes to the parabolic function represented by the vertical rods.

Abstract: An apparatus includes a processor, a computer memory, a user interface, and computer-executable instructions which enable a user to formulate mathematical expressions via the user interface. The mathematical expression is composed from objects selected from a library of object types in the memory. The object types include primitive objects and non-primitive objects. Non-primitive objects contain at least one field which in turn can contain additional objects; primitive objects have no fields. The mathematical expression is defined by a computer-readable data structure in the memory, and each object and field has a mathematical significance assigned thereto. The data structure uniquely identifies each object and each field, and includes pointers to define nesting of the objects and fields in the mathematical expression.

Abstract: A variety of tools for demonstrating the mathematical properties is disclosed. In one embodiment, a demonstrator uses the tools to illuminate geometric relationships between objects in two and three-dimensional space. The tools may be a stationary exhibit or collected into a portable kit. Whether portable or stationary, the tools provide an easy to use, multi-functional, and visually captivating vehicle for demonstration of geometric properties.

Abstract: A system and method is provided that enables children to learn and practice number sense and basic numerical operations. In one embodiment, children are invited to move objects that represent units, as well as objects that represent tens, in order to visualize the process of solving basic numerical operations. The movements that are allowed are subject to restrictions and other special behavior, which help children to gain insight in the numerical processes of these basic numerical operations in such a way that a solid foundation is created that prepares them to solve these operations on a purely formal level in a later stage.

Abstract: An interactive scholastic teaching device may use first and second portions of a touchscreen for presenting problems and receiving answers to the problems from a user. The first portion of a touchscreen display is used for presenting one or more scholastic problems for a user during a problem session, and the second portion of the touchscreen display is used for recording one or more traces manually input by the user on the second portion of the touchscreen display during the problem session. A memory stores the one or more traces. The touchscreen display may also include a third portion having one or more touch buttons structured to accept input from the user during the problem session, which may also be stored in the memory, and associated with the stored traces. The traces may be stored in image form, moving image form, or in data that may be re-created to form a moving image.

Abstract: The present invention provides a system for teaching mathematics comprising: a student input module configured to select an exercise from a group consisting of homework, a race or competition, and practice; a teacher input module configured to select an exercise parameter from a group consisting of setting a home work exercise from scratch, revising a home work exercise based on student results or comparing results between different groups; a question selection module to randomly generate a question depending on the exercise selected and/or the parameter; an answer module configured to parse a response to the question, and to display a result, a dynamically generated graphic and/or any applicable explanation depending on the response; and an avatar module configured to vocalise the explanation depending on a predetermined set of rules for vocalising certain mathematical explanations.

Abstract: Apparatus for teaching mathematics has numerical and mathematical operational inputs by way of coded cards placed in respective card readers and a keypad that produces number values and numerical equations. The number values and equation results are compared to the numeric value of weight objects placed on a scale by the student. The apparatus is bi-directional in that unit weights are placed on the scale to attempt to match the numeric values and the equation solution values produced by the cards and keypad or the cards and keypad entries for numerical values and equations are made to match the numeric value of the unit weight objects on the scale. The student is informed of the result of the comparison in terms of correct or incorrect, or by explanatory messages to either increase or decrease the unit weight value or change the number value or the equation.

Abstract: A device for visual and tactile learning in mathematics. A set is comprised of twenty-two individual clear, square counters; eleven male (11) and eleven female (12), each set numbered respectively zero through ten. Raised numbers, and dots provide a learning platform for number recognition and counting. Raised addition and equals symbols provide a platform for learning addition and subtraction. Addition can be achieved by drawing the two counters together in a locking process. Subtraction can be achieved by stacking and locking the female counter (12) over the male counter (11).

Abstract: A system for learning mathematics related to the abacus method for both performing mathematical operations and storing a tally for the result of the latest operation. A computer display comprises a series of cells that are populated during a mathematical operation by dragging a finger or stylus across a cell or cells. The direction in which the finger or stylus is dragged determines the operator, and the number of cells chosen is used with said operator. Operations include addition, subtraction, multiplication, division, and negative multiplication.

Abstract: The present invention is a teaching and learning tool built on the principle that the human sense of touch makes a significant contribution in the visualization of objects. Sighted individuals can produce visual images inside the brain (commonly referred to as the “mind's eye”) via the sense of touch, where we use our minds, rather than our eyes, to visualize concrete objects allowing us to “get a picture” of that object. A “brain-sight” apparatus is disclosed that provides a box for containing object manipulatives and/or math manipulatives, two openings for receiving hands of a user, which openings are covered by a veil such that the user cannot see into the box. A user who places his hands into the box and manipulates the object manipulatives and/or math manipulatives in response to a posed problem, and then solves the posed problem in a traditional manner, benefits from cognitive enhancement provided by multi-modal stimulation of the somatosensory cortex and lateral occipital cortex.

Abstract: Provided herein are construction kits and methods of using the construction kits. The construction kit comprises one or more connector elements and one or more elongate members. Each connector element has a substantially regular prismatic shape and each face of each connector element has a substantially centrally-located opening located thereon to receive an end of an elongate member therein or therethrough. To assist with learning, each connector and rod of the kit can be assigned variable values depending on the educational level of a user. For example, a lower grade may have a coloured elongate member with an integer value, whereas that same coloured elongate member may have a fractional value for a higher grade.

Abstract: Introduced herein is a technique that includes digital opening math discussions (“openers”) and digital dosing math discussions (“closers”) through the use of manipulative models in combination with well-authored and strategically placed sticky notes that can contain teacher instructions (“teacher ‘i’s”) and through the user of strategic feedback. This technique allows teachers to gain confidence while delivering research-based instruction.

Abstract: My Binary Mixed Equation is a new math equation format and my Binary Quads Puzzles, Binary Quads Games and Binary-School Cads are new math related instructional aids I created to introduce students to the world of Base Two numbers, while reinforcing their math kills. I used Binary Coded Decimal number sequences of ones (1) and zeros (0) to represent decimal numbers within a traditional equation format. I then created my Binary Quads Puzzles and Games by combining my Binary Mixed Equations and traditional equations into mathematically functional equation based puzzle designs. I developed a process of individually pivoting a group of equations from their traditional horizontal orientation and then rotating each of them to different angles from 0 to 360 degree before arranging each equation within a crisscrossing, intersecting and bisecting design to create multiple puzzle designs that are functional, instructive and recreational.

Abstract: In a computer-implemented educational environment, four particular features are provided, which may be used separately or in combination, to drive the instruction of a particular curriculum, e.g. the instruction of fractions. In another implementation, educators and authors may use permutations and combinations of such features to construct in a graphical user interface a progression of interactive elements which help guide a student from visual concepts to procedures, such as equations and formulas. In a particular implementation, by using these features carefully, a curriculum author may design instructional sequences that provide careful, step-by-step sequences that help students progress from understanding the visual concepts, e.g. of fractions, to mastering procedures, e.g. fractions equations.

Abstract: Teaching aid math games utilizing a mathematical matrix organized about x and y axises where the game is played by correctly associating numbers with their corresponding stations. The matrix comprises a first string of stations and a second string of stations where the first and second strings have the same number of stations. Each station is associated with a numerical value, and each station on the first string is parallel to a corresponding station on the second string where each corresponding station pair add up to the same numerical value. The display of the matrix provides visual associations for mathematical relationships.

Abstract: The present invention includes a phonetic alphabet with clarifiers and modifiers that aid in the teaching of reading skills to individuals with dyslexia, dyscalculia, and other neurological impairments when the present invention letters are connected horizontally in series with clarifiers and modifiers to form a word, a phrase, a sentence, and/or a paragraph. The present invention further includes mathematical symbols for teaching math skills to individuals with dyslexia, dyscalculia, and other neurological impairments when predetermined geometric shapes are arranged to form numbers of a base 10 counting system that are capable for using in additional, subtraction, multiplication, division. The present invention of mathematical symbols includes whole numbers, real numbers, integers, fractions, and decimals. The present invention also includes 2D and 3D tools and methods of using same.

Abstract: An improved method of teaching mathematics which enables students to take an active and enjoyable role in their own learning via an interactive puzzle is disclosed. In the preferred embodiment, each of the ten digits, zero through nine, is “hidden” within one of ten value positions (52). Students must deduce the value of each position by forming sums, differences, products, and/or quotients of the positions. Freedom of selection of positions and operations provides for individualized approaches to puzzle solutions, and the interplay of values and operations promotes number sense. Mathematical reasoning is intrinsic to the puzzle. Programmable settings (72) allow the teacher to modify the puzzle, including substituting more challenging values in place of the digits (98), supplying more complex functions (106) in place of the four elementary arithmetic operations, and adjusting the format of the answers.

Abstract: A teaching device used for teaching mathematical operations that includes: a support defining a fulcrum axis, a lever-like member, a plurality of objects and optionally a cradle. The lever-like member is pivotably supported about the fulcrum axis and has a surface facing upwardly with a plurality of weight stations equidistantly disposed along the length at measured intervals that are assigned numeric values. Each of the objects has a weight that is assigned a numerical value. One or more of the objects can be positioned on the weight stations on each of the first and second ends of the lever-like member. The moments for the first and second ends about the fulcrum are the sum of the products of the weight value and distance from the fulcrum axis for each weight. The lever-like member is in equilibrium when the first moment is equal to the second moment.

Abstract: A system for solving problems in mathematics, natural science, engineering and like disciplines, online or on a computing device. The system includes an interface which employs a declarative approach to solution representation. The interface allows users such as students to enter their solutions by declaring main steps of a solution (in various modes and levels of detail). The interface provides a list from which a student selects an appropriate action and fills out the details of the computations related to the action. The system helps students learn the process of solving problems by teaching them how to divide solutions into logical steps.

Abstract: An exemplary proficiency examination system includes a collaborative system allowing multiple administrators across multiple educational institutions to add questions to a bank of questions from which an administrator at a single educational institution may select for a proficiency examination. The questions may be used in a placement examination for placing students into a class of an appropriate skill level.

Abstract: Novel edutainment methods and devices designed by women for girls, based on learning and motivational psychology research, are provided. Further, the methods and devices provide a learning environment for math education that is integrated, multi-modal, and crafted to enhance the motivation, confidence, and math skills of girls in primary and secondary grades.

Abstract: A method, computer-readable medium and system for implementing electronic flashcards are disclosed. The method is capable of generating data operable to display a first set of information in a first region of a graphical user interface, in which the data is further operable to cause a display of the first set of information while a second set of information is not displayed. The first and second sets of information are associated with a first electronic flashcard. Data operable to display the second set of information in a second region of the graphical user interface is generated, in which the data is further operable to cause a display of the second set of information responsive to a request to display the second set of information. Data operable to display a second electronic flashcard in a third region of the graphical user interface is generated.

Abstract: An apparatus and method for computer-implemented tools for mathematics instruction are provided. These tools enable providing a context for a given problem, e.g. a mathematical problem. Such tools enable demonstrating understanding of the problem by enabling paraphrasing the context. The tools enable further understanding of the problem by enabling using models to depict the paraphrase. The tools further enable solving the problem. For example, a tool enables students to learn what it means to multiply fractions, to represent multiplication of fractions using visual models, and to use equations to compute answers. For example, students may be given a story problem as context. They paraphrase this context, choosing between two types of multiplication problems: groups of and part of. Students use one of two models to depict the paraphrase: the Two Number Line Model or the Double Area Model. Students solve the equation.

Abstract: This invention supplies a method to make the abstract, step-by-step logic of math problems visible via the use of digitized mathematical reasoning blocks, which can be used to construct an interactive teaching program that allows a student to select problem sets from an index of problems, allows the student to view a brief instructional video pertaining to that skill if desired, allows the student to chose the mode of problem presentation (i.e., various learning or test modes), allows the student to work randomly generated problems from within the chosen mode and set by picking mathematical reasoning blocks that represent the various necessary/possible sub-steps in route to the solution of that problem.

Abstract: A mathematics game for playing by a plurality of players using different types of dice, including a first set with predetermined numeric values provided thereon; a second set with “+” or “?” symbols provided thereon (representing positive or negative); and a third set with different mathematical function symbols provided on the respective faces. The game includes a score card provided for each player. The score card includes a region for entering number values corresponding to a throw of the first type of dice; a region for entering “+”/“?” values corresponding to a throw of the second type of dice; a region for entering mathematical functions corresponding to a throw of the third type of dice; a region for entering a mathematical equation based on information in the above regions; and a region for entering a cumulative score of the respective player.

Abstract: The present invention generally relates to testing methods. Specifically, the present invention relates to a computer implemented system and method for providing testing in one or more academic subjects over one or more telephone or audio/voice communication means.

Abstract: Systems and methods are disclosed to provide educational diagnostic assessment of reading and math performance for a student by receiving a log-in from the student over a network; presenting a new concept to the student through a multimedia presentation; testing the student on the concept at a predetermined testing level; collecting test results for one or more concepts into a test result group; performing a diagnostic analysis of the test result group; and adaptively modifying the predetermined testing level based on the adaptive diagnostic analysis and repeating the process at the modified predetermined learning level for a plurality of sub-tests.

Abstract: An educational interactive game of the invention includes a system for teaching financial skills to players, and in particular, children in the context of an interactive electronic game. Each player is initially provided a predetermined amount of periodic earned income, periodic expenses and a predetermined amount of cash on hand. These items are represented by corresponding indicia on an electronic display. An object of the game is for a player to generate passive income greater than the player's expenses by encountering game events that provide a player the opportunity to make financial choices to affect the desired outcome.

Abstract: A digital media device comprising an integrated circuit configured to send and receive content on receipt of a serial identification number unique to the personal digital media device, a processor and a display screen. The personal digital media device's processor utilizes a radio frequency integrated circuit to send and receive content with, for example, a personal computer or other host processing device.

Abstract: A ruler includes a base which has a plurality of one-inch wide measurement stations which include numerical indicia. The numerical indicia can be selectively exposed or covered by an associated pivoting flap. When a measurement is made, the appropriate flap is opened so the numerical indicia can be utilized in making a measurement. The numerical indicia can include both fractional numbers and decimal numbers.

Abstract: An apparatus useful as an educational device, puzzle or toy of a kind having magnetic interactions between an elongate support and pieces held, or to be held, with or without contact, about said support, wherein a plurality of said pieces collectively form, or can form, a first band of pieces about said support, and another plurality of said pieces form, or can form, a second band of pieces about the support, and wherein at least one piece of each said band has an indicia, said indicia of a piece in one band being able to be indexed to an indicia of a piece of the other band, and wherein at least one of the bands of pieces is able, or will be able, to be rotated about the elongate axis of the support.

Abstract: A multiplication and division puzzle and method of making thereof include a main table having a plurality of cells in rows and columns, the cells being filled with products and multipliers. A template having a plurality of cells that correspond to the plurality of cells in the main table has selected cells removed to form openings therein to reveal a set of product clues in the main table when the template is superimposed or laid thereon. The product clues include the products in the cells of the main table. The non-selected cells that remain in the template, concealing the multiplier answer and non-selected product answers in the main table. The main table and template are used to form a puzzle blank having a plurality of cells containing the set of product clues and empty cells for the user to fill in missing product answers. The main table contains all of the product and multiplier answers.

Abstract: The invention relates to an apparatus for improving and/or maintaining the numerical ability of a subject, by modulating the subjects brain activity. The apparatus can be used for rehabilitation and intervention of subjects having mathematical learning difficulties, such as math dyslexia, dyscalculia or acalculia, to maintain the numerical ability, or for enhancing the numerical abilities or proficiency in normal subjects. The invention also extends to methods for improving numerical abilities and/or maintaining numerical ability.

Abstract: Interactive electronic book operating systems and methods for displaying and allowing customization of content of scientific, engineering and other technical and professional digital books. The display screen can include icons for forward and backward page turning, generating of dynamic indexing and tables of contents, bookmarking, color themes, floating pages, highlighting, adding sticky notes, hiding selected content on the pages, quizzing the reader, lecturing the reader, tutoring the reader, showing the reader additional designs and practical relevance, and allowing the instructor to generate uniform seed numbers for problems and designs and/or allowing the instructor to generate random seed values for problems and designs.

Abstract: A method for instructing mathematics includes providing a work surface to a visually impaired student; providing a plurality of movable elements for use in connection with the work surface, each of the movable elements comprising on a front surface thereof at least a portion of a visible mathematical symbol readable via eyesight, each of the movable elements further comprising Braille indicia on the front surface thereof corresponding to the at least a portion of the visible mathematical symbol, each of the moveable elements being movable to any position on the work surface; and having the student arrange a plurality of the moveable element on the work surface to form a standard mathematical expression wherein the mathematical expression comprises multiple lines set forth in a vertical arrangement.

Abstract: Systems and methods to define a scenario of conditions comprising the steps of defining at least one condition for at least one educational objective, the at least one condition being represented by a constraint and scheduling the conditions into a scenario of conditions. In some embodiments, the scheduling is performed by analyzing the constraints using constraint programming. In some embodiments, the constraints comprise mathematical or computational constraints representing a range of variables. Also disclosed are systems and methods to monitor a scenario of conditions.