An instructional system and method for representing and solving algebraic problems. A computer-implemented method of representing and solving mathematical problems comprises providing a graphical user interface for displaying an instructional system. The instructional system comprises a primary cog having a plurality of primary cog teeth and a secondary cog having a plurality of secondary cog teeth. The secondary cog is linked to the primary cog such that a rotation of the secondary cog causes a rotation of the primary cog. The method comprises representing a mathematical problem on the graphical user interface using the instructional system. The method includes receiving an input from a user and rotating the secondary cog based on the input to cause the primary cog to also rotate. The mathematical problem is solved when a particular tooth of the plurality of primary cog teeth reaches a predefined location.

A math learning process uses a first set of dice and a second set of dice. The process includes configuring the first set of dice and the second set of dice to respectively produce equal probabilities of occurrence of two different sums. A first player rolls the first set of dice and records the sum. A second player rolls the second set of dice and records the sum. These steps are repeated until one of the first player and the second player rolls a particular sum a predetermined number of times. Other dice configurations facilitate focus on specific math facts and operations.

A math learning process uses a first set of dice and a second set of dice. The process includes configuring the first set of dice and the second set of dice to respectively produce equal probabilities of occurrence of two different sums. A first player rolls the first set of dice and records the sum. A second player rolls the second set of dice and records the sum. These steps are repeated until one of the first player and the second player rolls a particular sum a predetermined number of times. Other dice configurations facilitate focus on specific math facts and operations.

Disclosed is a digital pen that tracks the user's writing and provides useful feedback based on the user's writing. In one embodiment, the pen may provide feedback when the user has written a misspelled word, invalid mathematical expression, or any noncompliant expression. The pen may also provide feedback relating to the user's handwriting. The feedback may be visual, auditory, or tactile, and may be realtime or delayed. Statistics relating to the user's performance may be tracked, uploaded to external devices, and shared with others. This allows the user and interested parties to track the user's progress over time. The disclosed pen will be useful in educational settings.

Disclosed is a digital pen that tracks the user's writing and provides useful feedback based on the user's writing. In one embodiment, the pen may provide feedback when the user has written a misspelled word, invalid mathematical expression, or any noncompliant expression. The pen may also provide feedback relating to the user's handwriting. The feedback may be visual, auditory, or tactile, and may be realtime or delayed. Statistics relating to the user's performance may be tracked, uploaded to external devices, and shared with others. This allows the user and interested parties to track the user's progress over time. The disclosed pen will be useful in educational settings.

The present invention relates to a method and system for evaluating and enhancing or improving the creativity and intelligence of a user. The creativity and intelligence of the user are evaluated by generating and evaluating mathematical representations of user answers to creativity and intelligence prompts. The mathematical representations may include positions, orientations, and scales of interactive visualization inputs and the answers may be evaluated based on the fluency, originality, elaboration, and flexibility of the answers to the prompts. The creativity and intelligence of the user are enhanced through generating user learning groups of users with similar creativity levels, generating interactive assignments, generating user workspaces for the user learning groups, verifying completed interactive assignments, and assessing the completed interactive assignments.

The present invention relates to a method and system for evaluating and enhancing or improving the creativity and intelligence of a user. The creativity and intelligence of the user are evaluated by generating and evaluating mathematical representations of user answers to creativity and intelligence prompts. The mathematical representations may include positions, orientations, and scales of interactive visualization inputs and the answers may be evaluated based on the fluency, originality, elaboration, and flexibility of the answers to the prompts. The creativity and intelligence of the user are enhanced through generating user learning groups of users with similar creativity levels, generating interactive assignments, generating user workspaces for the user learning groups, verifying completed interactive assignments, and assessing the completed interactive assignments.

A device for teaching counting binary numbers (base 2) includes a frame having a plurality grooves with sliders deployed within said grooves. The device bears a plurality of zero indicia, each indicia aligned with one of the grooves. Extending from the slider is a label “1” which overlays the corresponding zero indicia when the slider is moved to a first end of the groove to indicate that its value is operative. Each of the sliders are labelled in binary progression (1, 2, 4, 8, 16, etc.). In use, the device can teach the 0's and 1's representation of a decimal base number by correlating the visible 0's and 1's on the device with the sum of the numbers displayed on the sliders. In addition to decimal numbers, the device may also be used to convert binary numbers into hexadecimal numbers and other base systems, and to convert binary numbers into text.

A device for teaching counting binary numbers (base 2) includes a frame having a plurality grooves with sliders deployed within said grooves. The device bears a plurality of zero indicia, each indicia aligned with one of the grooves. Extending from the slider is a label “1” which overlays the corresponding zero indicia when the slider is moved to a first end of the groove to indicate that its value is operative. Each of the sliders are labelled in binary progression (1, 2, 4, 8, 16, etc.). In use, the device can teach the 0's and 1's representation of a decimal base number by correlating the visible 0's and 1's on the device with the sum of the numbers displayed on the sliders. In addition to decimal numbers, the device may also be used to convert binary numbers into hexadecimal numbers and other base systems, and to convert binary numbers into text.

A device for teaching counting binary numbers (base 2) includes a frame having a plurality grooves with sliders deployed within said grooves. The device bears a plurality of zero indicia, each indicia aligned with one of the grooves. Extending from the slider is a label “1” which overlays the corresponding zero indicia when the slider is moved to a first end of the groove to indicate that its value is operative. Each of the sliders are labelled in binary progression (1, 2, 4, 8, 16, etc.). In use, the device can teach the 0's and 1's representation of a decimal base number by correlating the visible 0's and 1's on the device with the sum of the numbers displayed on the sliders. In addition to decimal numbers, the device may also be used to convert binary numbers into hexadecimal numbers and other base systems, and to convert binary numbers into text.