Systems and methods for mathematics education

Abstract

To provide systems and methods for mathematics education. [Solution] The system according to the present invention can be used in combination with an abacus to deepen learners' understanding of mathematics and to teach them how to use an abacus. The mathematics network utilizes one or more databases and / or one or more modules to customize the curriculum for learners.

Description

Technical Field

[0001] The present invention relates to a system and method for mathematics education.

Background Art

[0002] The abacus math learning method is an ancient arithmetic calculation system that uses a physical calculating tool called an abacus. The abacus consists of a series of rods or wires, and each rod or wire has a plurality of beads that can be slid back and forth for operation. This method relies on the concept of place value, where the value of a number is determined by its position. Each rod of the abacus represents a different place (digit), such as the ones place, tens place, hundreds place, etc. The beads placed on each rod represent specific numerical values, such as 1, 5, or 10.

[0003] When performing calculations using an abacus, the user moves the beads on the rods according to the arithmetic operation to be performed. For example, when adding two numbers, the corresponding beads on each rod are moved, and the total number of beads in each column (digit) is counted to calculate the final result. The abacus math learning method has several advantages. This method helps to cultivate a high level of mental arithmetic ability, improves concentration and attention, strengthens the coordination between the hands and eyes, and also plays a role in presenting mathematical concepts in a concrete form.

[0004] However, mathematics education is generally conducted with fixed, identical content for specific student groups, such as students in the same grade or of a particular age. Consequently, all students are forced to follow a uniform pace and learning style, which can result in some students falling behind or hindering the progress of others. The mathematics network utilizes one or more databases, such as a student information database and a student history database, and / or one or more modules, such as problem modules and customization modules, to customize the curriculum for each student. [Overview of the project] [Problems that the invention aims to solve]

[0005] The object of this invention is to provide a system and method for mathematics education. [Means for solving the problem]

[0006] In one or more exemplary embodiments of the present invention, a system and method for teaching mathematics are provided. In some embodiments, the system is used in conjunction with an abacus to deepen students' understanding of mathematics and to teach them how to use an abacus. [Brief explanation of the drawing]

[0007] [Figure 1] This figure shows a mathematics education system according to one embodiment. [Figure 2] This is a diagram illustrating an exemplary game GUI. [Figure 3] This is an illustrative diagram of the base module. [Figure 4] This is an illustrative diagram of a problem module. [Figure 5] This is an example diagram of a customization module. [Modes for carrying out the invention]

[0008] Each aspect of the present invention is disclosed in the following description and drawings relating to specific embodiments of the present invention. Other embodiments may be constructed without departing from the spirit or technical scope of the present invention. Furthermore, detailed descriptions of well-known elements in exemplary embodiments of the present invention are omitted or omitted so as not to obscure relevant details of the present invention. Furthermore, to facilitate understanding of the contents herein, explanations of some terms used herein are provided below.

[0009] As used herein, the term “exemplary” means “serving as an example, illustration, or demonstrative.” The embodiments described herein are not limiting, but rather merely illustrative. It should be understood that the embodiments described are not necessarily preferred or advantageous over other embodiments. Furthermore, the terms “embodiments of the present invention,” “embodiments,” or “the present invention” do not require that all embodiments of the present invention include the described features, advantages, or modes of operation.

[0010] Furthermore, many of the embodiments described herein are described, for example, as a series of operations (sequences) performed by components of a computing device. Those skilled in the art will understand that the various sequences of operations described herein are performed by program instructions executed by a specific circuit (e.g., an application-specific integrated circuit (ASIC)) and / or at least one processor. Furthermore, the sequences of operations described herein are fully embodied in any form of computer-readable storage medium such that the execution of the sequence of operations enables the processor to perform the functions described herein. Thus, each aspect of the present invention is embodied in numerous different forms, all of which are intended to fall within the technical scope of the present invention. Furthermore, with respect to each embodiment described herein, a form corresponding to any of those embodiments is described herein, for example, as a computer configured to perform the operations described.

[0011] In one or more exemplary embodiments, a system and method for teaching mathematics are provided. In some embodiments, the system is used in conjunction with an abacus to deepen students' understanding of mathematics and to teach them how to use an abacus.

[0012] In this specification, the singular forms "a," "an," and "the" refer to multiple objects unless the context makes it clear that they refer to something else.

[0013] Any systems and methods similar or equivalent to those described herein may be used in the implementation or testing of the embodiments; however, only some exemplary systems and methods are described below.

[0014] Figure 1 shows an exemplary system 100 for mathematics education. The mathematics education system 100 includes a learner device 102 associated with a specific learner. The learner device 102 is, for example, a tablet, a personal computer, a smartphone, etc., and is not limited to these. The learner device 102 is linked to a specific learner and transmits information about that learner to a learner information database 120. The learner device 102 is connected to and / or can access one or more mathematics games 104. The mathematics games 104 include several different mathematical concepts, such as addition, subtraction, multiplication, and division. In some embodiments, the mathematics games 104 include a virtual abacus. The virtual abacus is implemented in several embodiments. For example, in a first exemplary embodiment, the answer to a problem is entered using the abacus. In another exemplary embodiment, the abacus displays a number on the abacus, and the correct answer is obtained by reading the abacus and entering the number in Roman numerals. In yet another exemplary embodiment, an abacus is used to create numbers to fill in missing numbers in a mathematical formula.

[0015] In some embodiments, multiple different mathematical games exist. Some exemplary mathematical games are described below. It should be understood that these are exemplary games, and in other embodiments, different combinations of games, and / or additional games, may be available.

[0016] A first exemplary mathematical game is Math Game A. In one embodiment, Math Game A consists of several separate problem sets or types. For example, the first problem set in Game A is a beginner's game set. Once the beginner's game set is completed, Math Game A then moves on to the next game set. Game sets may include, for example, a game set in which the learner reads an abacus, a game set in which the learner provides numbers to complete a given mathematical problem (e.g., 1+x=7), and / or a pre-test problem set that helps determine the new learner's skill level. In some embodiments, some or all of a game set includes a help button, which provides a video or text reference explaining how a given problem set works.

[0017] In exemplary embodiments, additional math games exist, such as Math Game B and Math Game C. Each of these additional math games presents learners with an additional set of problems. In some embodiments, a particular set of problems is specific to a particular game; for example, Math Game B includes a set of addition and / or subtraction problems, while Math Game C includes a set of multiplication and division problems. In some embodiments, a help menu is presented that provides video or text references regarding the problems, the types of problems, or the game itself. For example, in one embodiment, the help buttons for Games B and C are in the form of a PDF document containing examples and step-by-step instructions for solving the problems. The help menu is displayed only in some versions of the problem set; for example, the help menu may not be available to learners above a certain level.

[0018] Another exemplary math game is Math Game D. Math Game D consists of multiple individual games that operate independently of Games A-C, meaning these individual games are not constrained by limitations such as progressing to a skill level one level higher than the other games. The first section of Game D is a flash game and / or a read-aloud game. In the read-aloud game of the exemplary Game D, a series of numbers are read aloud and / or flashed (or briefly displayed) on the screen, and the learner enters the answer for those numbers. The game reads out only the numbers, either by specifying the appropriate operation (addition, subtraction, multiplication, etc.) or by using positive numbers for addition and negative numbers for subtraction. After all the numbers have been read aloud, the learner enters the final answer.

[0019] Another exemplary game in Game D is the "Number Creation" game. In this game, the learner is given a final answer and inputs a series of numbers, for example, 3 to 5 single-digit numbers, to create a set whose sum equals that final answer. For example, the learner is given four blanks and the final answer, 17. To answer the question correctly, the learner then inputs four numbers (for example, 9, 1, 4, and 3) whose sum equals 17.

[0020] In some embodiments, both addition and subtraction are included in the "Numeral Creation" game, and the learner is given one attempt for each question. Additionally, in some embodiments, the "Numeral Creation" game has a number of difficulty levels corresponding to the learner's skill level, i.e., belt levels (proficiency levels consisting of white belt, yellow belt, black belt, etc.). For example, learners at the first skill level, i.e., the "white belt" level, are presented with "Numeral Creation" problems having two blanks, while learners at a higher skill level, i.e., the "beginner black belt" level, are presented with a "Numeral Creation" game having blanks for seven five-digit numerals. In some embodiments, the problems presented in the "Numeral Creation" game correspond to the problems presented in Game B. That is, the problem is equivalent to the problem of Game B except that the left side of the equal sign is blank and an answer is given, and when all the blanks are filled, the two become the same problem.

[0021] The virtual abacus enables the user to freely move beads up and down to simulate the physical use of an actual abacus. In some embodiments, the virtual abacus is switchable. That is, the virtual abacus is displayed on the GUI when switched on and hidden when switched off. In games that specifically require an abacus, such as abacus numeral reading or abacus numeral creation, it is understood that the abacus is always on by default.

[0022] The math game selects one or more questions for the learner based on the selected game and / or other learner information or learner history. The learner device 102 further includes a game graphical user interface (GUI) 106, and the GUI 106 displays the math game 104 to the learner and enables the learner to input an answer or interact with the math game 104 in other ways (e.g., the learner operates a virtual abacus).

[0023] In some embodiments, the math education system 100 includes cloud or communication 108, which is a wired and / or wireless network. When the communication network 108 is wireless, it is implemented using communication technologies such as可见光通信 (VLC), WiMAX (registered trademark) (Worldwide Interoperability for Microwave Access), LTE (registered trademark) (Long Term Evolution), wireless local area network (WLAN), infrared (IR) communication, public switched telephone network (PSTN), radio waves, and other communication technologie as desired. The math network API 110 transmits information between the learner device 102 and the math education network 112.

[0024] The math education network 112 is a software module that analyzes learner information and determines a math education curriculum for the learner. In some embodiments, the math education network 112 utilizes artificial intelligence (AI) and / or machine learning (ML). The math education network 112 is located on a server and performs real-time analysis to determine the learner curriculum. The math network 112 includes one or more databases, such as the learner information database 114 and the learner history database 116. In some embodiments, the learner history database is maintained and updated by a third party. For example, in an exemplary embodiment, multiple schools access the math education network 112, and each of the multiple schools maintains a separate learner history database that tracks the individual learner information of the learners in that school. In other embodiments, there is a centralized database that tracks multiple learners, even through multiple schools or other third parties. In a centralized embodiment, each third party has access to and can view the learner history of the user, such as scores in various games, and each third party has the authority to change or specify aspects of the learner history.

[0025] The learner information database 114 includes learner information relating to one or more learners, such as the learner's age, skill level, past game or test results, etc. In one embodiment, the learner information includes, for example, a determined skill level, which is indicated by a number or symbol, or by a belt level system. For example, the first skill level is white belt, followed by a higher level of white belt, then yellow belt, and so on, with the final level being, for example, black belt, black belt 3rd dan, or master. In an exemplary embodiment, the belt level system includes, for example, white belt, higher level of white belt, yellow belt, higher level of yellow belt, green belt, higher level of green belt, blue belt, higher level of blue belt, red belt, higher level of red belt, semi-black belt, black belt 1st dan, black belt 2nd dan, black belt 3rd dan, and master. It is understood that not all of these levels are necessarily used, or that additional levels may be used. In some embodiments, specific types of problems are introduced at specific levels; for example, subtraction is introduced at the upper levels of the yellow band, multiplication at the green band, and division at the blue band. In some embodiments, lower skill levels focus on abacus calculations, while higher skill levels introduce mental arithmetic.

[0026] In some embodiments, the learner information database organizes learners into “league tiers” based on learner information. For example, assigning a learner to a particular tier is based on the learner’s rank level. In one embodiment, learners compete with other learners in the same or similar league tier. The competition involves, for example, answering questions within a predetermined time limit and is scored based on several factors such as accuracy, time taken, and / or the number of questions answered. In some embodiments, there are leaderboards for one or more league tiers, which display the learner’s score or ranking within each league.

[0027] In some exemplary embodiments, the league-style questions emulate some or all of the games described above. The games are modified to suit the league format, for example, so that the correctness of answers is not displayed until the entire set of questions is completed. In some embodiments, learners manually enter personal information such as their name and country. In other embodiments, results are automatically associated with the learner or a specific aspect of the learner based on information contained in a learner information database, for example, the learner's location, learner or school account, and / or learner information database. In the league format, one or more of the following are displayed: subject, difficulty level, learner's country, learner's name, learner's score, and / or learner's time. In some embodiments, the leaderboard is reset periodically, for example, per semester or per month.

[0028] Skill levels correspond to the difficulty of the problems presented to learners. For example, in an exemplary embodiment, the white band corresponds to problems containing two single-digit numbers, higher levels of the white band correspond to problems containing three single-digit numbers, the yellow band corresponds to problems containing four single-digit numbers, and so on. In some levels, the number of digits in each number increases; for example, higher levels of the green band contain six numbers, of which up to one is a two-digit number. Different forms of mathematical operations also correspond to specific skill levels. For example, subtraction is introduced in the green band, multiplication in the higher levels of the green band, and division in the blue band.

[0029] In some embodiments, learners have multiple skill levels, e.g., band levels corresponding to mental arithmetic and band levels corresponding to abacus calculation. In some embodiments, skill levels are further subdivided, e.g., there are separate skill levels for abacus addition and subtraction, and for abacus multiplication and division. In some embodiments, multiple types of skill levels are related to each other, and for related types, there are restrictions on raising one skill level higher than the other. For example, the difference between the skill level corresponding to abacus addition and subtraction and the skill level corresponding to abacus multiplication and division is limited to no more than one level. For example, if a learner has a higher level of blue band in abacus addition and subtraction, their mathematical level for abacus multiplication and division may be blue band, a higher level of blue band, or red band, but not a higher level of red band until their abacus addition and subtraction level increases. In other embodiments, the allowable range (band) of level differences is instead a larger number, e.g., two or three skill levels.

[0030] The learner history database 116 stores all learner history information related to various elements of the mathematics curriculum. For example, it stores information such as the different skill levels of learners of a particular age, and how those learners performed in various mathematics games or tests. The learner history database 116 also stores multiple problems associated with the learner's history information, and further stores information such as how the learner population performed on each of those problems, or how their performance changed based on the problems provided. For example, learners of a particular age and skill level may tend to perform well on problem set A, but not on problem set B. Problems are further classified based on their characteristics, such as the number of digits in each number, the number of numbers included in the problem, the operations used, or, if multiple operations are used within the same problem, the order of operations.

[0031] The mathematics education system 100 further includes a base module 118. The base module 118 receives information from one or more databases and / or learner devices 102. The information received from learners is information about learners associated with learner devices 102, and / or situational information, such as information about one or more ongoing mathematics games 104. The base module 118 stores the data received from learner devices 102 in one or more databases. The base module 118 transmits the information from one or more databases and the situational data from learner devices 102 to one or more modules and activates those modules (e.g., a problem module 120 and a customization module 122). The problem module 120 receives learner history data, learner information, and / or situational data and generates one or more mathematical problems for the learner. The customization module 122 receives learner history data, learner information, and / or situational data and customizes one or more aspects of the learner's mathematics curriculum, such as the difficulty level of the problems or aspects relating to a customizable GUI. In some embodiments, one or more modules perform adjustments in real time.

[0032] Figure 2 illustrates an exemplary game GUI 200. The game GUI 200 includes a problem display area 202, which displays a series of numbers requiring mathematical problems, such as addition, subtraction, division, and / or multiplication. In some embodiments, it is understood that the problems displayed in the problem display area 202 are provided by a problem module 120. The problem display area 202 also displays information indicating whether a problem is correct or incorrect, for example, displaying a smiley face for a correctly answered problem. The game GUI 200 may include one or more indicators, such as a difficulty indicator 204 and / or a problem number indicator 206. The game GUI 200 has a player input area 208, which is, for example, a numeric keypad or a keyboard. In some embodiments, the player input area 208 may include a numeric keypad, a keyboard, and / or a virtual abacus, instead of or in addition to these. Some numeric keypad embodiments may also include decimal point input. It is understood that in some embodiments where the game is accessed via a computer or other device equipped with an external keyboard, the player input area 208 may not be displayed.

[0033] The game GUI 200 displays user input in a user input area 210 and further has a results area 212 that displays results based on the learner's input. The results are, for example, information indicating whether the answer is correct or incorrect, such as an "X" mark for incorrect answers and a check mark for correct answers. In some embodiments, another symbol (e.g., a question mark) indicates an incorrect answer, and the color of the question mark may change depending on how many more incorrect answers are entered or how far the incorrect answers deviate from the correct answer. In some embodiments, the aspects of the game GUI 200 can be modified by a customization module 122. For example, the difficulty indicator or the color of the question mark in the results area 212 is determined by information provided from one or more databases. For example, in one embodiment, the first incorrect answer results in an orange question mark, while the second incorrect answer results in the text "wrong", an "X", or some other display. In some embodiments, if multiple incorrect answers are entered, another indicator, such as an emoji with an "X" mark, is displayed in the question display area 202 instead. The GUI 200 further includes a help button 214.

[0034] Other customizations include, for example, using images that are considered appealing to learners, such as smiley faces, to indicate correct answers, or highlighting the correct numbers on the virtual numeric keypad or changing their color in other ways when an incorrect answer is entered by the learner. In other embodiments, the number of questions presented varies based on the combination of the game type and learner information.

[0035] Figure 3 is an illustrative diagram of the base module 300. In the first step 302, the base module 118 continuously polls the activity of the learner device 102. In the next step 304, the base module 118 receives learner information from the learner device 102 (e.g., the learner using the device, the learner's age, the learner's skill level, the learner's past game or test results, etc.). In the next step 306, the new learner information is stored in the learner information database 114, which stores, for example, multiple learners and learner information associated with each learner. In the next step 308, the base module 118 extracts situation data from the learner device 102. The situation data includes, for example, the selected game, the number of questions answered, whether the answer was correct or incorrect, the number of attempts made for each question, the learner's name or other identifier, etc. In the next step 310, the base module 118 sends the situation data to the question module 120 and / or the customization module 122. In the final step 312, the base module 118 starts the problem module 120 and / or the customization module 122.

[0036] Figure 4 is an illustrative diagram of the problem module 400. In the first step, the problem module 120 is started by the base module 118. In the next step 404, the problem module 120 receives context data from the base module 118. In some embodiments where the learner history database is maintained by a third party rather than being centrally managed, in step 406, the system performs an academic authorization check with the third party to access the relevant learner information. In the next step 408, the problem module 120 filters the learner information database 114 based on learner identifiers obtained from context data. In the next step 410, the problem module 120 filters the learner history database based on one or more factors obtained from the learner information database and / or context data. For example, the learner history database 116 is filtered based on the learner's age, geographical location, skill level, and previous performance within the current problem set. In the next step 412, one or more parameters are selected, and in the final step 414, one or more problems are extracted.

[0037] In exemplary embodiments, one or more parameters include, for example, an increase in the learner's accuracy rate over time, or a decrease in the learner's average response time over time.

[0038] In exemplary embodiments, the problem module 400 generates each problem individually or generates a set of problems in a batch. When generating problems, the problem module 400 considers past or future problems within the problem set. For example, based on information from the learner information database 114 and the learner history database 116, the problem module determines the order of the mathematical problems. For example, for a learner with a white belt, it is determined that it is beneficial for the learner's learning to place simple problems with single-digit answers at regular intervals (e.g., one in three) within the problem set. Similarly, the ratio of problems with two-digit answers to problems with single-digit answers is determined. In other embodiments, similar decisions are made for more advanced problem sets, for example, when more numbers are used or when the number of digits per number is increased. The more advanced problem sets correspond to the learner's calculated skill level.

[0039] The problem module 400 further updates the learner's skill level based on the learner's performance on one or more problem sets. For example, if a learner correctly answers a certain percentage of questions in one or more problem sets, they are promoted to a higher skill level. In some embodiments, other factors are considered, such as time taken or other learner information.

[0040] Figure 5 is an illustrative diagram of the customization module 500. In the first step, the customization module 122 is started by the base module 118. In the next step 504, the customization module 122 receives situation data from the base module 118. In the next step 506, the customization module 122 filters the learner information database 114 based on the learner identifier obtained from the situation data. In the next step 508, the customization module 122 filters the learner history database 116 based on one or more factors obtained from the learner information database and / or situation data. For example, the learner history database is filtered based on the learner's age, geographical location, skill level, and past performance within the current problem set. In the next step 510, one or more parameters are selected, and in the final step 512, one or more customizable aspects are extracted and applied to the learner device 102.

[0041] For example, in one embodiment, the learner history database 116 shows that a particular color scheme correlates with higher performance by learners of a certain age, and that color scheme is then extracted and applied to the learner device 102 and / or game GUI 106. Also, younger learners perform better or show better performance when the color of the "?" changes each time an incorrect response is entered, rather than being given an "X" or other harsh indication for incorrect answers.

[0042] In another example, the game end screen is customized based on information from the learner history database, the type of game, and / or the learner's performance in the game. For example, for an exemplary learner, games B and C provide an end screen with the visuals "Perfect!" for 15 / 15 correct answers, "Congratulations!" for 12 / 15 correct answers, "Almost there!" for 8 / 15 correct answers, and "Well done!" for 0 / 15 correct answers. In different embodiments, the thresholds or specific phrases used will differ. In some embodiments, different sets of thresholds are used for games used for pre-test or test purposes. For example, they might instead use "Pass," "Near Pass," and "Below Pass." In an exemplary embodiment, the learner advances to the next level if they meet the advancement requirements, which might be, for example, achieving a score of 15 / 15. In some embodiments, other aspects of the end screen, such as text color or background visuals like stars, are further customized by the system. The completion screen displays additional information, including (but not limited to) the allowable time, the minimum passing score (for tests or pretests), and the time taken. It is understood that different colors offer different benefits depending on the learner. For example, in one embodiment, orange is used for perfect scores and serves as positive reinforcement and to boost the learner's confidence. Blue is used for good performance and serves to acknowledge the learner's progress and effort. Green is used for performance that is close to passing but not quite passing and serves to indicate that the learner is on the right track and is getting closer to their goal. Finally, gray is used for other performances and serves to acknowledge the learner's effort. Other color schemes may be used in other embodiments.

[0043] In some embodiments, Game D has a separate ending screen, which may be referred to as, for example, a practice ending screen. For example, there may be a numerical creation practice ending screen. The numerical creation practice ending screen displays the allowable time and minimum required score for each mental arithmetic level, i.e., skill level. Depending on the learner's score and other information such as the allowable time and the determined minimum required score, the font color of the learner's final score displayed changes, for example, it becomes green if the learner meets the determined criteria for "passing," and red if one or more criteria are not met. In some embodiments, passing unlocks additional games and / or test game sets. In some embodiments, after unlocking a test game set, a new GUI element is provided, for example, a "Take a Test" button, which allows the learner to start an evaluation test.

[0044] In exemplary embodiments, exemplary game D has one or more additional customizations. For example, the numbers displayed or read aloud, the speed at which they are displayed and read aloud, the number of numbers, and the number of digits per number are all customizable. In exemplary reading games, various voices are used, which are determined by the system described above and modified when reading the questions, which helps to reduce monotony and improve concentration for the learner. In some embodiments, the system determines that certain numbers should be avoided. For example, if a learner frequently answers numbers containing zero (e.g., 20, 809, 10,003, etc.) incorrectly, those numbers are avoided. As another example, if a learner consistently confuses numbers 11-19, 11,000-19,000, etc., those numbers are avoided. As yet another example, if a learner frequently confuses numbers such as 12 and 20, 13 and 30, etc., one or both of the confused numbers are avoided.

[0045] The above description and drawings illustrate the principles, preferred embodiments, and modes of operation of the present invention. However, the present invention should not be construed as being limited to the specific embodiments described above. Further modifications of the embodiments described above can be conceived by those skilled in the art.

[0046] Therefore, the embodiments described above should be considered illustrative rather than restrictive. Accordingly, it should be understood that modifications to these embodiments can be made by those skilled in the art without departing from the technical scope of the present invention. [Explanation of symbols]

[0047] 100 Mathematics Education Systems 102 Learner Devices 104 Math Games 106,200 Game GUIs 108 Cloud or Communications 110 Mathematical Network API 112 Mathematics Education Network (Mathematics Network) 114 Learner Information Database 116 Learner History Database 118,300 base modules 120, 400 Problem Modules 122,500 customizable modules 202 Question display area 204 Difficulty Indicator 206 Problem Number Indicator 208 Player Input Area 210 User input area 212 Results Area 214 Help button

Claims

1. It is a system for mathematics education, Learner devices and, One or more mathematical games accessible by the aforementioned learner device, A communication network responsively coupled to the aforementioned learner device, A mathematical network that is communicatively connected to the aforementioned communication network and further includes at least a learner information database and a learner history database, A system for mathematics education, comprising: a problem module that receives situational data from the learner device, filters at least one of the learner information database and / or the learner history database based on one or more factors determined from the received situational data, and extracts at least one mathematics problem.

2. The system for mathematics education according to claim 1, characterized in that the one or more factors for filtering the learner information database and / or the learner history database include at least the determined skill level of the user associated with the learner device.

3. The system for mathematics education according to claim 2, characterized in that the one or more mathematical games accessible by the learner device include a virtual abacus.

4. The system for mathematics education according to claim 3, comprising a customization module that receives situation data from the learner device, filters at least one of the learner information database and / or the learner history database based on one or more factors determined from the received situation data, extracts one or more customizable embodiments, and applies the extracted one or more customizable embodiments to one or more mathematics games.

5. The system for mathematics education according to claim 4, characterized in that one or more of the extracted customizable embodiments include at least one of an image used for correct answers, an image used for incorrect answers, and a font color.

6. The system for mathematics education according to claim 4, characterized in that the mathematical game is a game in which two or more numbers are read aloud and learners are asked to submit their answers.

7. The system for mathematics education according to claim 6, characterized in that one or more of the extracted customizable embodiments include at least one of the following: a voice used to read out the numbers, the speed at which the numbers are read out, the number of numbers, and the number of digits per number.

8. A method for mathematics education, The steps include receiving contextual data from a learner device accessing one or more math games, The steps include filtering the learner information database and / or learner history database based on one or more factors determined from the received status data, The steps include determining one or more mathematics problems from the filtered learner information database and / or learner history database, A method for mathematics education, comprising the step of transmitting one or more of the determined mathematical problems to a learner's device.

9. The method for mathematics education according to claim 8, characterized in that the one or more factors for filtering the learner information database and / or the learner history database include at least the determined skill level of the user associated with the learner device.

10. The method for mathematics education according to claim 9, characterized in that the one or more mathematical games accessible by the learner device include a virtual abacus.

11. The steps include filtering at least one of the learner information database and / or the learner history database based on one or more factors determined from the received status data, A step of determining one or more customizable embodiments, The method for mathematics education according to claim 10, comprising the step of applying one or more of the above customizable embodiments to one or more mathematical games.

12. The method for mathematics education according to claim 11, characterized in that one or more customizable embodiments include at least one of an image used for correct answers, an image used for incorrect answers, and a font color.

13. The method for mathematics education according to claim 1, characterized in that the mathematical game is a game in which two or more numbers are read aloud and learners are asked to submit an answer.

14. The method for mathematics education according to claim 13, wherein the one or more customizable embodiments include at least one of the following: a voice used to read out the numbers, the speed at which the numbers are read out, the number of numbers, and the number of digits per number.

Images