KR101568028B1 - Digital mathematics learning apparatus and method - Google Patents

Abstract

A digital mathematical learning apparatus and method are disclosed. A digital mathematical learning apparatus according to an embodiment of the present invention includes a learning type database for storing data on a plurality of learning types having different degrees of difficulty for each learning unit to be learned by a learner; An item database storing at least one problem data having a different degree of difficulty for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit; A learning element database for storing at least one learning element necessary for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit; Providing at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the degree of difficulty of the problem so that the learner completes learning about at least one problem according to the learning type, A learning part for storing the learning contents; And a learning manager unit that stores and manages at least one of the learning type, the problem, and the learning element modified by the learning manager separately from the learning type database, the item database, and the learning element database.

Description

TECHNICAL FIELD [0001] The present invention relates to a digital mathematical learning apparatus and method capable of reconstruction according to a user's learning level and learning disposition,

The present invention relates to a digital mathematical learning apparatus and method, and more particularly, a learner or a learning manager reconfigures a learning content and a progress method, and provides a mathematical learning book to a learner according to a learning level, thereby improving learning and learning management efficiency Technology.

In general, the book teaching math tutorial is published according to the editorial intent of the author and editor.

In other words, many preferences are reflected in the editing plan, and various types of book teaching math tutorials are being published to supply users with various learning levels.

However, despite the demands of learners with various learning levels, the published books for mathematics teaching books consist of a uniform structure, so that the learners who have various learning levels can not meet various problems according to their learning levels. For example, a student who starts a certain learning process and a student who has already completed all the learning process can not satisfy various learners with the content (content) of a general book teaching mathematics book that repeats concepts, examples, and emulations.

And the book for mathematics education book is divided by semester for the convenience of carrying commercial purpose or reference book. As a result, the book-based mathematical workbooks do not satisfy the need for learning of specific learning elements in order to understand the specific learning elements.

For example, a mathematical reference book for teachers, lecturers, parents, etc., is prepared separately for each learner by a small amount of work for the learner, .

Therefore, the learning manager has a narrow choice in choosing the mathematics education book that matches the level of the target learner, and has difficulties in preparation of the teacher due to the change of the education course of the government and the periodical contents and layout change of the publisher.

A prior art related to the present invention is Korean Patent Publication No. 10-2006-0100927 (published on September 21, 2006).

A digital mathematical learning device and method are proposed to improve learners' learning and learning management efficiency of learners with various learning levels by allowing learners to reconstruct learning contents and method of progress and to provide learners with mathematics learning according to their learning level.

A digital mathematical learning device and method are proposed that reduce the difficulties of the preparation of a teacher 's teaching by allowing the learning manager to reconstruct the learning contents according to the learning level of the target learner.

A digital mathematical learning device and method are proposed that provide a foundation for the learner to learn systematically and self-directed by providing a definition of the organic relationship between learning types and learning elements.

The problems to be solved by the present invention are not limited to the above-mentioned problems, and other problems that are not mentioned can be clearly understood by those skilled in the art from the following description.

According to an aspect of the present invention, there is provided a digital mathematical learning apparatus comprising: a learning type database for storing data on a plurality of learning types having different degrees of difficulty for each learning unit to be learned by a learner; An item database storing at least one problem data having a different degree of difficulty for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit; A learning element database for storing at least one learning element necessary for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit; Providing at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the degree of difficulty of the problem so that the learner completes learning about at least one problem according to the learning type, A learning part for storing the learning contents; And a learning manager unit that stores and manages at least one of the learning type, the problem, and the learning element modified by the learning manager separately from the learning type database, the item database, and the learning element database.

At least the learning elements necessary for understanding the concepts of the plurality of learning types are systematically linked to the learning elements necessary for understanding the concepts of the learning types to be learned in the learning units at the posterior and posterior stages, .

At least the learning elements necessary for understanding the concepts of the plurality of learning types are systematically linked with the learning elements necessary for understanding the concepts of the learning types to be learned in the learning units of the posterior and posterior stages on the basis of the learning unit to which the learning type belongs .

Wherein the learner unit comprises: a learning history database storing a learning history of a learner; A type difficulty setting unit for setting a difficulty level of a learning type from a learner; An item difficulty setting unit configured to set difficulty level of a problem from a learner; And providing the learner with at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the degree of difficulty of the problem so that the learner completes learning about at least one problem according to the learning type, And a learning progress controller for storing the history in the learning history database.

Wherein the learning manager unit comprises: an administrator learning type database storing at least one learning type modified by the learning manager; An administrator item database storing at least one problem modified by the learning manager; An administrator learning element database for storing at least one learning element modified by the learning manager; And an administrator control unit for storing the learning type, the problem, and the learning element modified by the learning manager in the manager learning type database, the manager question database, and the manager learning element database, respectively.

Wherein the manager control unit is operable to cause the learning manager to receive at least one of at least one learning type stored in the manager learning type database, at least one problem stored in the manager question database, and at least one learning element stored in the manager learning element database May be shared on the network to which the digital mathematics learning apparatus is connected.

According to another aspect of the present invention, there is provided a learning type database for storing data on a plurality of learning types having different levels of difficulty for each learning unit to be learned by a learner, and a learning type database for learning a plurality of learning types having different difficulty levels There is provided a digital mathematical learning apparatus comprising an item database storing at least one problem data having a different degree of difficulty and a learning element database storing at least one learning element necessary for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit A step of setting a degree of difficulty of a learning type from a learner; Setting a difficulty level of a problem from a learner; And a step of grasping at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the difficulty level of the problem through the learning type database and the item database and providing the at least one problem to the learner.

Wherein the digital mathematical learning apparatus further comprises a learning history database for storing a learning history of the learner and after the step of providing the learning history database to the learner, And storing the learning history in the learning history database.

A digital mathematical learning apparatus according to another aspect of the present invention includes a digital mathematics learning program and a plurality of learning types having different degrees of difficulty for each unit of learning and a plurality of learning types having different degrees of difficulty for each unit of learning, A storage unit for storing digital mathematics learning workbook contents having at least one learning element necessary for understanding concepts of a plurality of learning types having different difficulty levels according to each learning unit; And a reconstruction unit for reconstructing the contents of the digital mathematics learning book based on a learning level of the target learner, a learning disposition, or a teaching tendency of the learning manager before the execution of the digital mathematics learning book program.

If the user is a learning manager, the reorganizing unit may store the digital mathematics learning workbook contents in the storage unit when the learning manager modifies, replaces or adds the digital mathematics learning workbook contents according to his / her intention.

The contents of the digital mathematics education workbook in which the learning manager has been modified, substituted or added can be stored in the storage unit in a standardized structure.

The standardized structure may have a format of eXtensible Markup Language (XML).

The reconfiguring unit may share the digital math workbook contents of the standardized structure with a plurality of other learning manager terminals connected to the network.

The digital mathematical learning apparatus may further include a history management section for allowing a user to feedback the user's teaching history to the learning history or target learner who has learned the contents of the digital mathematics learning book using the digital mathematics learning book program, The mathematics teaching and learning server can collect and analyze a learning history or a teaching history of a plurality of users including the user and analyze and evaluate the same based on an area and feedback the analysis and evaluation results to the user.

At least the learning elements necessary for understanding the concepts of the plurality of learning types are systematically linked to the learning elements necessary for understanding the concepts of the learning types to be learned in the learning units at the posterior and posterior stages, To be provided to the user so that the user can perform systematic learning on the digital math workbook contents.

According to the digital mathematical learning apparatus according to the embodiment of the present invention, the learner can reconstruct the learning content and the progress method and perform the mathematics learning according to the learning level to the learner, thereby improving the learning and learning management efficiency of the learners having various learning levels have.

Also, by allowing the learning manager to reconstruct the learning contents according to the learning level of the target learner, it is possible to reduce the difficulty in preparing the learning manager's teaching.

Learning managers define and provide an organic relationship between learning types and learning elements, enabling learners to perform systematic learning and self-directed learning.

1 is a diagram showing a configuration of a mathematics learning workbook system to which the present invention is applied.
2 is a block diagram of a digital mathematical learning apparatus according to an embodiment of the present invention.
FIG. 3 is a diagram illustrating that the learning element is linked with the learning elements according to the system in the preceding and following steps.
4 is a flowchart illustrating a digital mathematical learning method performed by the digital mathematical learning apparatus according to an embodiment of the present invention.

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the accompanying drawings.

Embodiments of the present invention are provided to more fully describe the present invention to those skilled in the art, and the following embodiments may be modified in various other forms, The present invention is not limited to the following embodiments. Rather, these embodiments are provided so that this disclosure will be more thorough and complete, and will fully convey the concept of the invention to those skilled in the art.

The terminology used herein is for the purpose of describing particular embodiments only and is not intended to be limiting of the invention. As used herein, the singular forms "a", "an," and "the" include plural forms unless the context clearly dictates otherwise. Also, " comprise "and / or" comprising "when used herein should be interpreted as specifying the presence of stated shapes, numbers, steps, operations, elements, elements, and / And does not preclude the presence or addition of one or more other features, integers, operations, elements, elements, and / or groups. As used herein, the term "and / or" includes any and all combinations of one or more of the listed items.

Although the terms first, second, etc. are used herein to describe various elements, regions and / or regions, it should be understood that these elements, components, regions, layers and / Do. These terms do not imply any particular order, top, bottom, or top row, and are used only to distinguish one member, region, or region from another member, region, or region. Thus, the first member, region or region described below may refer to a second member, region or region without departing from the teachings of the present invention.

Hereinafter, embodiments of the present invention will be described with reference to the drawings schematically showing embodiments of the present invention. In the figures, for example, variations in the shape shown may be expected, depending on manufacturing techniques and / or tolerances. Accordingly, embodiments of the present invention should not be construed as limited to any particular shape of the regions illustrated herein, including, for example, variations in shape resulting from manufacturing.

1 is a diagram showing a configuration of a mathematics learning workbook system to which the present invention is applied.

Referring to FIG. 1, a mathematical learning workbook system to which the present invention is applied is a network system including a digital mathematical learning apparatus according to an embodiment of the present invention, and includes a digital mathematical learning apparatus 1 and a mathematical training book server 2 . The digital mathematical learning apparatus 1 and the mathematical training document server 2 are connected to a network to perform data communication. Therefore, it should be understood that the digital mathematical learning apparatus 1 and the mathematics teaching and learning workstation 2 are each provided with a network communication module capable of connecting and receiving data through a network. Meanwhile, the digital mathematical learning apparatus 1 may be a wired terminal such as a personal computer or a mobile terminal such as a smart phone. However, the present invention is not limited to this, and any terminal capable of connecting to a network and performing data communication is possible.

2 is a block diagram of a digital mathematical learning apparatus according to an embodiment of the present invention.

2, the digital mathematical learning apparatus 1 according to the embodiment of the present invention includes a learning type database 11, an item database 12, a learning element database 13, a learner unit 20, (30) and a display unit (40). The learner unit 20 includes a learning history database 21, a type difficulty setting unit 22, an item difficulty setting unit 23 and a learning progress control unit 24. The learning manager unit 31 includes a teaching history database 31, an administrator learning type database 32, an administrator question database 33, an administrator learning element database 34, and an administrator control section 35.

At this time, the type difficulty setting unit 22, the item difficulty setting unit 23, the learning progress control unit 24, and the manager control unit 35 of the learning manager unit 30 shown in FIG. The learning type database 11, the question database 12, and the learning element database 13 can be implemented as a program for a digital mathematics learning workbook provided in the mathematics teaching workbook server 2 shown in FIG. 1 From the mathematics learning workbook server 2 as the content data of the program for the digital mathematics learning workbook provided together with the mathematical learning workbook. The learning history database 21 of the learner unit 20, the teaching history database 31 of the learning manager 30, the manager learning type database 32, the manager question database 33, the manager learning element database 34, Can be configured in a hardware configuration of the digital mathematical learning apparatus 1. [ The internal memory device of the digital mathematical learning apparatus 1, for example, a hard disk drive. However, it should be noted that the present invention is not limited thereto.

On the other hand, the type difficulty setting section 22, the item difficulty setting section 23, the learning progress control section 24, and the manager control section 35 of the learning manager section 30 of the learner section 20 in the digital mathematical learning apparatus 1 May be implemented as hardware in the digital mathematical learning apparatus 1, for example, as an IC chip that performs each function, rather than a program for a digital mathematics learning book provided in the mathematics learning book server 2. [ In this case, the learning type database 11, the question database 12, and the learning element database 13 can be provided as content data for the digital mathematics learning workbook from the mathematics learning workbook server 2, (not shown).

The display unit 40 may be implemented as hardware in the digital mathematical learning apparatus 1, for example, an LED monitor or a touch screen.

Now, the configuration of the digital mathematical learning apparatus 1 shown in FIG. 2 will be described.

The learning type database 11 stores data for a plurality of learning types having different levels of difficulty for each learning unit to be learned by the learner. For example, the learning type database 11 may include a plurality of learning units each having a different degree of difficulty for each unit n, for example, unit 1, unit 2, unit 3, unit 4, The data can be stored in a learning type of the type 1, for example, type 1, type 2, type 3, ..., type n, and each type may be set to the difficulty level such as upper, middle and lower. However, this is merely an example, and is not limited thereto. The plurality of learning types having different degrees of difficulty according to the learning units may be systematically (vertically) connected with the learning types to be learned in the learning units of the posterior and posterior stages based on the learning units to which they belong. For example, referring to Fig. 3, type 3 of unit 3 is vertically connected to type 2 of unit 2 and is also connected vertically to type 1 of unit 4.

The item database 12 stores at least one problem data having a different degree of difficulty for understanding each concept of a plurality of learning types having different degrees of difficulty for each learning unit. At this time, at least one problem data for understanding each concept of a plurality of learning types may be set to upper, lower, and lower difficulty levels. However, this is merely an example and is not limited thereto.

The learning element database 13 stores at least one learning element necessary for understanding each concept of a plurality of learning types having different degrees of difficulty for each learning unit.

At this time, similarly to a case in which a plurality of learning types having different degrees of difficulty for each learning unit are systematically (vertically) connected to learning types to be learned in the learning units of the preceding and following stages on the basis of the learning unit to which they belong, At least the learning elements necessary for understanding the concepts of learning types are systematically linked to the learning elements necessary for understanding the concepts of the learning types to be learned in the learning unit of the posterior and posterior stages based on the learning unit to which the learning type belongs .

For example, in Figure 3, if at least one learning element needed to understand the concept of Type 3 in Lesson 3 is a learning element A, and learning element A is a learning element A, Can be linked systematically (vertically), and Learning Element B can be systematically (vertically) linked to Learning Element D, which is necessary to understand the concept of Type 1 in Unit 4. Furthermore, the Learning Element C needed to understand the concept of Type 2 in Lesson 2 should be understood in order to understand Learning Element A as a basic concept of Learning Element A necessary for understanding the concept of Type 3 in Lesson 3, Learning element B, which is necessary for the conceptual understanding, is a basic concept of the learning element D necessary for the understanding of the concept of the unit 4.

In this way, the learning elements for understanding the concept of learning type and learning type are linked systematically (vertically), so that if the learner does not understand the learning element currently being learned, This allows the learner to improve his / her understanding of the learner, thereby providing the basis for learner-based learning and self-directed learning.

The learner unit 20 provides at least one problem according to the learning type to the learner through the display unit 40 according to the difficulty of the learning type set by the learner and the difficulty level of the problem, The learning history of the learner is stored as the learning of one problem is completed.

The learner unit 20 includes a learning history database 21, a type of difficulty setting unit 22, an item difficulty setting unit 23, and a learning progress control unit 24.

The learning history database 21 stores the learning history of the learner. At this time, the learning history of the learner can be analyzed by the date, the unit of learning, the type of learning, the degree of difficulty, and the like, and stored and then fed back to the learner.

The type-of-difficulty setting unit 22 sets the difficulty level of the learning type from the learner. More specifically, the type difficulty level setting unit 23 can set a difficulty level of a type other than the basic type and a basic type that should be necessarily learned from the learner, for example, either upper, middle, or lower. However, it is not limited thereto. The difficulty level of this learning type can be input through the display unit 40. [ That is, if the display unit 40 is a touch screen, the learner can input the difficulty level of the learning type through the touch screen. However, the input of the difficulty level of the learning type may be any means for inputting the difficulty of the learning type in addition to the display unit 40. [

The item difficulty setting unit 23 sets the difficulty level of the problem from the learner. At this time, the item difficulty setting unit 23 can set the degree of difficulty of the problem to at least one of, for example, steps 1 to 5 from the learner. More specifically, the degree of difficulty of the problem can be selected by a method of step 1, step 2, step 3, step 1 + step 2, step 1 + step 2 + 3, step 4 + 5. However, this is merely an example, and is not limited thereto. The difficulty level of the question can be inputted through the display unit 40. That is, if the display unit 40 is a touch screen, the learner can input the difficulty level of the problem through the touch screen. However, the inputting of the difficulty level of the problem may be any means for inputting the difficulty level of the problem in addition to the display unit 40. [

The learning progress controller 24 provides at least one problem according to the learning type to the learner through the display unit 40 according to the difficulty of the learning type set by the learner and the difficulty of the problem, The learning history of the learner is stored in the learning history database 21 as the learning for one problem is completed.

Also, the learning progress control unit 24 provides learning types and problems to the learner according to the progress order of the learning type concept, the problem, for example, examples, emotions, etc., from the learner.

This is intended to reflect the intent of learners with diverse learning goals, such as learners who need to understand concepts of learning types, learners who need more problems, learners who need to be tested shortly before the test, learners who need continuous iterative learning .

An example of the progress sequence entered by the learner is as follows, but is not limited thereto.

① The concept of learning type 1, the concept of learning type 2, the concept of learning type 3, ....

(Concept of learning type 1 + emulation of learning type 1 + example of learning type 1), (concept of learning type 2 + emulation of learning type 2 + example of learning type 2) 3 emulsion + learning type 3 example), ...

③ (concept of learning type 1 + emulation of learning type 1, concept of learning type 2 + emulation of learning type 2, concept of learning type 3 + emulation of learning type 3, ...), (example of learning type 1, An example of learning type 2, an example of learning type 3, ...)

④ (concept of learning type 1, concept of learning type 2, concept of learning type 3, ....), example of learning type 1 of emulsion + learning type 1, example of learning type 2 of emulsion + learning type 2, Emulation of learning type 3 + Example of learning type 3, ....)

(Example of learning type 1, example of learning type 2, example of learning type 3, ...), (e)

As described above, the learner changes the degree of difficulty of the learning type defined as the default value, the degree of difficulty of the problem, and the learning progress order in consideration of the learning level, habit and purpose of the learner, This allows the learning to be done according to the learning level of the learner.

Also, the learning progress control section 24 can transmit the learning history of the learner to the mathematical training book server 2 shown in Fig. Accordingly, the mathematical training document server 2 collects the learning history information of the learners using other digital mathematics learning apparatuses including the learner using the digital mathematical learning apparatus 1 shown in Fig. 1, And provide statistical data that collects and evaluates the evaluation items locally or nationally.

The learning manager 30 stores at least one of the learning type, the problem, and the learning element modified by the learning manager separately from the learning type database, the item database, and the learning element database.

The learning manager unit 30 includes a teaching history database 31, an administrator learning type database 32, an administrator question database 33, an administrator learning element database 34 and an administrator control unit 35.

The teaching history database 31 stores the teaching history in the target learner inputted from the learning manager. At this time, the professor history can be stored according to the date, the unit of learning, the type of learning, and the degree of difficulty.

The manager learning type database 32 stores at least one learning type modified by the learning manager. For example, the manager learning type database 32 stores the type 3 of the section 3 exemplified in Fig.

The manager item database 33 stores at least one problem modified by the learning manager.

The manager learning element database 34 stores at least one learning element modified by the learning manager.

The manager control unit 35 stores the learning type, the problem, and the learning element modified by the learning manager in the manager learning type database 32, the manager item database 33, and the manager learning element database 34, respectively. At this time, the modification of the learning type may be any one of adding, deleting, replacing, merging, proceeding order of learning types, and changing the order of progress of the learning elements.

The manager control unit 35 is configured to send to the learning manager at least one learning type stored in the manager learning type database 32, at least one problem stored in the manager question database 33, At least one of the at least one learning element stored on the network can be shared on the network to which the digital mathematical learning apparatus 1 is connected. For example, through the mathematical training book server 2 shown in FIG. 1 and to the other learning managers via the mathematical learning book server 2 connected to the network. Accordingly, it is possible to provide a base for enlarging and reproducing a large amount of contents.

Then, the manager control unit 35 can transmit the teaching history of the learning manager to the mathematical education workbook server 2 shown in Fig. Accordingly, the mathematics learning workbook server 2 collects and statistically processes the teaching history information of the learning managers using the digital mathematical learning apparatus 1 and the learning managers using the digital mathematical learning apparatuses 1 shown in Fig. 1 Feedback can be provided to the learning manager, and statistical data can be gathered locally or nationally and assessed.

4 is a flowchart illustrating a digital mathematical learning method performed by the digital mathematical learning apparatus according to an embodiment of the present invention.

The digital mathematical learning method shown in FIG. 4 can be performed by the digital mathematical learning apparatus 1 shown in FIG. 2, but the present invention is not limited to this. It is also possible that a plurality of learning types An item database storing at least one problem data having a different degree of difficulty for understanding concepts of a plurality of learning types having different degrees of difficulty according to each learning unit, a plurality of learning databases each having a different degree of difficulty And a learning element database that stores at least one learning element necessary for understanding each concept of the learning type.

The digital mathematical learning method shown in FIG. 4 corresponds to the operation of the learner unit 20 shown in FIG. 2, and a description thereof will be given.

The digital mathematical learning apparatus is configured to set the degree of difficulty of the learning type from the learner (S1).

Then, the difficulty level of the problem is set from the learner (S2).

At this time, steps S1 and S2 may be performed at the same time, step S1 may be performed first, and then step S2 may be performed, or conversely, step S1 may be performed after step S2 is performed.

After step S1 and step S2 are all performed, step S3 is performed. In step S3, at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner, difficulty of the problem, And is provided to the learner through the database (S3).

The digital mathematical learning apparatus may further include a learning history database for storing a learning history of the learner. Accordingly, the digital mathematics learning method can store the learning history of the learner in the learning history database as the learner completes the learning of at least one problem according to the learning type, after the step of providing the learning to the learner.

On the other hand, a plurality of learning types having different degrees of difficulty for each learning unit may be systematically linked with learning types to be learned in the learning units of the posterior and posterior stages based on the learning unit to which they belong, and similarly, At least the learning elements necessary for the understanding of concepts can be systematically linked to the learning elements necessary for understanding the concepts of learning types to be learned in the unit of learning at the post-war level based on the learning unit to which the learning type belongs.

A digital mathematical learning apparatus according to another aspect of the present invention will be described.

A digital mathematical learning apparatus according to another aspect of the present invention includes a storage unit (not shown) and a reconstruction unit (not shown). The digital mathematics learning and teaching apparatus may be a wired terminal such as a personal computer, a mobile terminal such as a smart phone, a network communication module capable of performing data communication by accessing a network to which a mathematical learning- (Not shown).

The storage unit includes a digital mathematics learning workbook program and a plurality of learning types having different degrees of difficulty according to each learning unit, at least one problem having a different degree of difficulty for understanding each concept of a plurality of learning types having different degrees of difficulty for each learning unit, The contents of the digital math workbook composed of at least one learning element necessary for understanding each concept of a plurality of learning types are stored.

The digital mathematics learning workbook program and the digital mathematics learning workbook contents can be downloaded from a mathematical teaching paper server (not shown) connected to the digital mathematical learning apparatus via a network, and can also be updated by a mathematical teaching paper server. The digital math tutoring program can be executed by a user, that is, a learner or a learning manager.

At least the learning elements necessary for the understanding of the concepts of the plurality of learning types are classified into learning elements necessary for understanding the concepts of the learning types to be learned in the learning units at the posterior and posterior stages based on the learning units to which the learning types belong, And is provided to the user so that the user can perform systematic learning on the digital mathematics teaching and learning contents. That is, mathematics consists of several learning units for each grade level, and each learning unit is composed of several learning types. To learn about each type of learning, it is necessary to understand the learning elements that make up the type of learning. These types of learning and learning elements require an understanding of the learning styles and learning elements of the previous phase. In order to satisfy the digital mathematics learning book content, the learning type and the learning elements at the preceding and following stages have an organic association relationship, so that the learner can learn each system.

The reconstruction unit reconstructs the digital math workbook contents based on the learning level of the target learner, the learning tendency, or the teaching tendency of the learning manager before the execution of the digital math tutoring program.

That is, before the digital mathematics learning workbook program is executed, the user can reconstruct the basic configuration of the digital mathematics teaching workbook contents based on the learning level of the target learner, the learning tendency, or the teaching tendency of the learning manager.

If the user is a learning manager, the reorganizing unit may store the digital mathematics learning workbook contents in the storage unit when the learning manager modifies, replaces or adds the digital mathematics learning workbook contents according to his / her intention. The contents of the digital mathematics education workbook in which the learning manager has been modified, substituted or added can be stored in the storage unit in a standardized structure. The standardized structure may have a format of eXtensible Markup Language (XML). Accordingly, the reconfiguring unit transmits the digital mathematics learning content of the standardized structure to a plurality of other learning manager terminals connected to the network, so that the learning manager can notify the other learning managers and the learning manager of the digital mathematics content, The contents of the workbook can be shared. This allows learning managers and other learning managers to acquire a large amount of digital math workbook content with little effort.

The digital mathematical learning apparatus may further include a history management section for allowing a user to feedback the user's teaching history to the learning history or target learner who has learned the contents of the digital mathematics learning book using the digital mathematics learning book program, can do.

The math-learning-workbook server may collect learning histories or teaching histories of a plurality of users including the user, analyze and evaluate them on the basis of an area, and feed back analysis and evaluation results to the user. More specifically, the Math Tutor Server can collect data on the learning histories or teaching histories of a plurality of users locally and collect and statistically process the collected data and provide statistical data to the users. Through this, the user can grasp what needs to be improved by comparing the learning history or teaching history of another user with his or her learning history or teaching history.

The present invention has been described above with reference to the embodiments. It will be understood by those skilled in the art that various changes in form and details may be made therein without departing from the spirit and scope of the invention as defined by the appended claims. Therefore, the disclosed embodiments should be considered in an illustrative rather than a restrictive sense. Therefore, the scope of the present invention is not limited to the above-described embodiments, but should be construed to include various embodiments within the scope of the claims and equivalents thereof.

11: Learning type DB 12: Question DB
13: Learning element DB 20:
21: learning history DB 22: type difficulty setting unit
23: Item difficulty setting unit 24:
30: learning manager part 31: professor history DB
32: Manager learning type DB
33: Manager question DB 34: Manager learning element DB
35: manager control unit 40: display unit

Claims (13)

A learning type database for storing data on a plurality of learning types having different degrees of difficulty for each learning unit to be learned by the learner;
An item database storing at least one problem data having a different degree of difficulty for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit;
A learning element database for storing at least one learning element necessary for understanding concepts of a plurality of learning types having different degrees of difficulty for each learning unit;
Providing at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the degree of difficulty of the problem so that the learner completes learning about at least one problem according to the learning type, A learning part for storing the learning contents; And
And a learning manager for storing at least one of a learning type, a problem, and a learning element modified by the learning manager separately from the learning type database, the question database, and the learning element database,
A plurality of learning types having different degrees of difficulty for each learning unit are systematically connected with learning types to be learned in the learning units of the posterior and posterior stages based on the learning unit to which they belong, At least one learning element is systematically linked to the learning elements necessary for understanding concepts of learning types to be learned in the unit of learning at the posterior and posterior stages based on the learning unit to which the learning type belongs,
Wherein the learner unit comprises: a learning history database storing a learning history of a learner; A type difficulty setting unit for setting a difficulty level of a learning type from a learner; An item difficulty setting unit configured to set difficulty level of a problem from a learner; And providing the learner with at least one problem according to the learning type according to the degree of difficulty of the learning type set by the learner and the degree of difficulty of the problem so that the learner completes learning about at least one problem according to the learning type, And a learning progress control unit for storing the history in the learning history database, wherein the learning progress control unit is configured to, when a learning style concept, a problem sequence (e.g., example, emulsion, etc.) Provide learners with learning styles, problems,
Wherein the learning manager unit comprises: an administrator learning type database storing at least one learning type modified by the learning manager; An administrator item database storing at least one problem modified by the learning manager; An administrator learning element database for storing at least one learning element modified by the learning manager; And an administrator control unit for storing the learning type, the problem, and the learning element modified by the learning manager in the manager learning type database, the manager question database, and the manager learning element database, respectively.
delete delete delete delete The method according to claim 1,
Wherein the manager control unit,
At least one of learning types stored in the manager learning type database, at least one problem stored in the manager question database, and at least one learning element stored in the manager learning element database in response to a request from the learning manager, And the device is shared on a network to which the device is connected.
delete delete delete delete There is provided a digital mathematical learning workbook program comprising a plurality of learning types having different degrees of difficulty for each learning unit, at least one problem having a different degree of difficulty for understanding a plurality of learning types having different degrees of difficulty for each learning unit, A storage unit for storing a digital mathematics learning workbook content composed of at least one learning element necessary for understanding concepts of a learning type; Wow
And a reconstruction unit for reconstructing the digital mathematics teaching-learning contents based on a learning level of a target learner, a learning disposition, or a teaching tendency of a learning manager before the execution of the digital mathematics learning-and-
A plurality of learning types having different degrees of difficulty for each learning unit are systematically linked to learning types to be learned in the learning units of the posterior and posterior stages based on the learning units to which they belong,
At least one learning element necessary for understanding the concept of each of the plurality of learning types is classified into learning elements necessary for understanding concepts of learning types to be learned in the learning units of the posterior and posterior stages based on the learning unit to which the learning type belongs, Lt; / RTI >
Wherein the reorganizing unit stores the modified, substituted or added digital math tutoring contents in the storage unit according to the intention of the learning manager when the user is a learning manager.
delete The method of claim 11,
The digital math learning apparatus includes:
Further comprising a history management unit for allowing the user to feedback the user's teaching history to the learning history or the target learner who has learned the contents of the digital mathematics learning book using the digital mathematics learning book program,
Wherein the mathematical learning workbook server collects learning histories or teaching histories of a plurality of users including the user, analyzes and evaluates them on the basis of an area, and feeds back analysis and evaluation results to a user.

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