This application relates to a method of constructing a training program for improving symptoms of a mild cognitive impairment patient. In one aspect, the method includes arranging, on designated days, direct training algorithms regarding at least one of visualization, fusion, or semantic word fluency directly related to a cognitive function area and controlling the arranged direct training algorithms to be output to a user terminal according to the designated days, and receiving a result value from the user terminal. The method may also include calculating an achievement level for each direct training algorithm, based on the result value, and determining one of the direct training algorithms based on the calculated achievement level. The method may further include rearranging the direct training algorithms, together with the determined direct training algorithm based on both the calculated achievement level and a training algorithm matched to the determined direct training algorithm.

A system, apparatus, and method for using a teaching tool comprises a housing, at least one guide rail formed on an inner surface of the housing, at least one compartment configured in the housing, at least one engagement tool, and a base connected to the housing, wherein the teaching tools can be used for the engagement of students in classroom activities.

A system, apparatus, and method for using a teaching tool comprises a housing, at least one guide rail formed on an inner surface of the housing, at least one compartment configured in the housing, at least one engagement tool, and a base connected to the housing, wherein the teaching tools can be used for the engagement of students in classroom activities.

Disclosed herein is a method for facilitating learning of concepts associated with mathematics, in accordance with some embodiments. Accordingly, the method comprises receiving a request for learning a concept associated with mathematics from a user device, retrieving an example, generating a dynamic prompt for the example which assists a user in performing a task for the learning of the concept, integrating the dynamic prompt with an example component of the example, generating a visual representation of the example based on the integrating, and transmitting the visual representation to the user device. Further, the user device comprises an output device and an input device. Further, the output device presents the visual representation. Further, the input device receives an input. Further, a visual prompt representation of the dynamic prompt transitions to one of a plurality of modified visual prompt representations based on the input.

The disclosure provides a calculation practicing method, a system, an electronic device and a computer readable storage medium, the calculation practicing method includes: providing a calculation question; identifying the type and content of the calculation question; generating an answer area according to the type and content of the calculation question; receiving an answering operation in which the user inputs the answer string for the calculation question in the answer area; identifying the answer string inputted by the user; and determining whether each of the answer characters in the answer string is correct, if there is an incorrect answer character, it will be marked, so that the calculation practice can be realized through the electronic device, which is convenient for students to carry out training.

A method of automatically providing personalized augmented mathematical learning content and activities to users of an online learning platform is described. Upon detecting that a user has captured an image or a video stream, one or more points of interest in the image or video stream are determined. Augmented mathematical information is then detected for the one or more points of interest and superimposed on the captured image or video stream.

A magnetic building set and method for teaching numeracy and spelling is disclosed. An example magnetic building set includes a plurality of trays that receive a plurality of unit markers implemented in various manipulative exercises and games that teach numeracy, elementary arithmetic, story arithmetic problems, geometric shapes, and spelling. The magnetic building set enables a user to build a plurality of geometric shapes, structures, and other constructions. Trays can be provided to represent a plurality of numeric quantities. A tray and marker assembly representing a specific numeric quantity can be manipulated as a whole, while the unit markers contained therein are visible to the student and can be viewed, manipulated, arranged and counted individually. Students are instructed to manipulate the trays and markers in various exercises in order to learn counting, number composition and decomposition, subitizing of quantities, arithmetic operations, place value, story arithmetic problems, geometric shapes, and spelling.

A magnetic building set and method for teaching numeracy and spelling is disclosed. An example magnetic building set includes a plurality of trays that receive a plurality of unit markers implemented in various manipulative exercises and games that teach numeracy, elementary arithmetic, story arithmetic problems, geometric shapes, and spelling. The magnetic building set enables a user to build a plurality of geometric shapes, structures, and other constructions. Trays can be provided to represent a plurality of numeric quantities. A tray and marker assembly representing a specific numeric quantity can be manipulated as a whole, while the unit markers contained therein are visible to the student and can be viewed, manipulated, arranged and counted individually. Students are instructed to manipulate the trays and markers in various exercises in order to learn counting, number composition and decomposition, subitizing of quantities, arithmetic operations, place value, story arithmetic problems, geometric shapes, and spelling.

The present invention relates to an electronic abacus including: a plurality of abacus beads fitted on each of unit-specific support rods mounted on an abacus frame to be slidable in a vertical direction; an abacus bead position detecting unit including a plurality of position detecting means for detecting a position change of each abacus bead from lower parts of the abacus beads fitted on each of the unit-specific support rods; an abacus bead guide panel in which unit-specific guide blocks for guiding movement of the abacus beads fitted on each of the unit-specific support rods are integrally connected to cover all of the abacus bead position detecting unit; and a plurality of abacus bead moving members provided in a number which is the same as that of the abacus beads in the guide panel to movably support the abacus beads fitted on each of the support rods.

A building set includes a tray having a first row and a second row, each having a plurality of marker positions. The example building set also includes a plurality of markers configured for interchangeably fitting with the marker positions on the tray. A connection mechanism has a first connection on a first side of the markers, a second connection on a second side of the markers, and a third connection at each of the marker positions. The third connection interchangeably mates with the first connection and the second connection of the plurality of markers. The connection mechanism is at least one of hook-and-loop and magnetic, and may be biased toward one side of the markers to aid in subtraction. The tray and markers are configurable in various exercises and games to teach at least one of numeracy, arithmetic, and spelling.