An electronic apparatus according to an embodiment comprises: at least one processor; and at least one memory storing instructions. The instructions are executed by the at least one processor to perform: identifying at least one scientific theoretical formula relating to one or more scientific characteristics of which data is measured, setting a coordinate system that includes a coordinate axis to which at least a part of the identified at least one scientific theoretical formula is assigned, and plotting the measured data of the one or more scientific characteristics on the set coordinate system to display a first graph on a display.

An electronic apparatus according to an embodiment comprises: at least one processor; and at least one memory storing instructions. The instructions are executed by the at least one processor to perform: identifying at least one scientific theoretical formula relating to one or more scientific characteristics of which data is measured, setting a coordinate system that includes a coordinate axis to which at least a part of the identified at least one scientific theoretical formula is assigned, and plotting the measured data of the one or more scientific characteristics on the set coordinate system to display a first graph on a display.

A writing instrument comprises an elongated barrel having a first end, a second end and a plurality of sides including at least three sides, each side having data printed along its length at uniform spacing increments from the first end, the data on any two sides that share the same distance from the first end are computationally related to the data on another side that shares the same distance from the first end. The data includes at least one of a numerical data or a phonic alphabet. The numerical data on a first side and a third side is linked to a sign that associated with an arrow respectively to indicate the direction to which the writing instrument should be rotated to signify the computation relation. Thus, the elongated barrel defines a triangular shaped writing instrument that allows a user to learn the computation relation between the data.

A writing instrument comprises an elongated barrel having a first end, a second end and a plurality of sides including at least three sides, each side having data printed along its length at uniform spacing increments from the first end, the data on any two sides that share the same distance from the first end are computationally related to the data on another side that shares the same distance from the first end. The data includes at least one of a numerical data or a phonic alphabet. The numerical data on a first side and a third side is linked to a sign that associated with an arrow respectively to indicate the direction to which the writing instrument should be rotated to signify the computation relation. Thus, the elongated barrel defines a triangular shaped writing instrument that allows a user to learn the computation relation between the data.

A computer-implemented method and system for representing and solving at least one of an algebraic problem, a proportions problem, and a linear growth problem. A graphical user interface has a symbolic section and a pictorial section. The symbolic section includes a symbolic representation of the mathematical problem and the pictorial section includes a pictorial representation of the mathematical problem. An input is received from a user. The input is associated with one of the symbolic section and the pictorial section. In response to the input, the other of the symbolic section and the pictorial section is modified such that the symbolic section and the pictorial section track each other. The user solves the mathematical problem by interacting with at least one of the symbolic section and the pictorial section.

A computer-implemented method and system for representing and solving at least one of an algebraic problem, a proportions problem, and a linear growth problem. A graphical user interface has a symbolic section and a pictorial section. The symbolic section includes a symbolic representation of the mathematical problem and the pictorial section includes a pictorial representation of the mathematical problem. An input is received from a user. The input is associated with one of the symbolic section and the pictorial section. In response to the input, the other of the symbolic section and the pictorial section is modified such that the symbolic section and the pictorial section track each other. The user solves the mathematical problem by interacting with at least one of the symbolic section and the pictorial section.

A system and method for teaching arithmetic has a plurality of training aides or manipulatives wherein a child/student learns arithmetic facts by executing the method using the system. The physical training aids may include a die (10,12), a factor card (14) and a factor finder member (16). The physical training aids are used with the child where the child creates a multiplication product by rolls of the die (10,12) wherein the child uses the factor card (14) and the factor finder member (16) to identify factor numbers associated with the multiplication product. A game may be incorporated where the child can use the system and method in playing the game.

A system and method for teaching arithmetic has a plurality of training aides or manipulatives wherein a child/student learns arithmetic facts by executing the method using the system. The physical training aids may include a die (10,12), a factor card (14) and a factor finder member (16). The physical training aids are used with the child where the child creates a multiplication product by rolls of the die (10,12) wherein the child uses the factor card (14) and the factor finder member (16) to identify factor numbers associated with the multiplication product. A game may be incorporated where the child can use the system and method in playing the game.

Methods, systems, and computer program products for integrated curriculum based math problem generation are provided herein. A computer-implemented method includes generating a first map that represents a plurality of concepts pertaining to at least one subject matter area within a curriculum; generating a second map that represents a plurality of concepts pertaining to math word problems associated with the curriculum; determining portions of the first graph that exhibit a structural match to portions of the second graph; automatically creating a math word problem template by extracting multiple variable portions from one of the one or more math word problems associated with the curriculum; and automatically generating an integrated curriculum math word problem by replacing the multiple extracted variable portions in the template with concepts and relationships derived from the portions of the first graph that exhibit a structural match to the portions of the second graph.

Methods, systems, and computer program products for integrated curriculum based math problem generation are provided herein. A computer-implemented method includes generating a first map that represents a plurality of concepts pertaining to at least one subject matter area within a curriculum; generating a second map that represents a plurality of concepts pertaining to math word problems associated with the curriculum; determining portions of the first graph that exhibit a structural match to portions of the second graph; automatically creating a math word problem template by extracting multiple variable portions from one of the one or more math word problems associated with the curriculum; and automatically generating an integrated curriculum math word problem by replacing the multiple extracted variable portions in the template with concepts and relationships derived from the portions of the first graph that exhibit a structural match to the portions of the second graph.