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FRAMEWORK FOR ENHANCING MATHEMATICAL COGNITION USING LOGICAL PROGRESSIONS

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FRAMEWORK FOR ENHANCING MATHEMATICAL COGNITION USING LOGICAL PROGRESSIONS

ORDINARY APPLICATION

Published

date

Filed on 30 October 2024

Abstract

Disclosed is a method for enhancing mathematical cognition in a subject using logical progressions. A set of mathematical problems is determined, each defined by a complexity level. The mathematical problems are arranged in a sequential order based on said complexity level to form a logical progression. The logical progression is presented to the subject. Feedback is provided to the subject upon completion of each problem. The subject's response time and accuracy are analyzed to adjust the complexity level of subsequent mathematical problems in the logical progression. Said method enables continuous adaptation of mathematical challenges based on the subject's performance, providing a personalized cognitive development experience.

Patent Information

Application ID202411083261
Invention FieldBIO-CHEMISTRY
Date of Application30/10/2024
Publication Number46/2024

Inventors

NameAddressCountryNationality
DR. EKTA PANDEYASSISTANT PROFESSOR, APPLIED SCIENCES AND HUMANITIES, AJAY KUMAR GARG ENGINEERING COLLEGE, 27TH KM MILESTONE, DELHI - MEERUT EXPY, GHAZIABAD, UTTAR PRADESH 201016IndiaIndia
ABHINAV ASHOK GONDCOMPUTER SCIENCE AND ENGINEERING, AJAY KUMAR GARG ENGINEERING COLLEGE, 27TH KM MILESTONE, DELHI - MEERUT EXPY, GHAZIABAD, UTTAR PRADESH 201016IndiaIndia

Applicants

NameAddressCountryNationality
AJAY KUMAR GARG ENGINEERING COLLEGE27TH KM MILESTONE, DELHI - MEERUT EXPY, GHAZIABAD, UTTAR PRADESH 201016IndiaIndia

Specification

Description:Field of the Invention


The present disclosure generally relates to educational methods. Further, the present disclosure particularly relates to a method for enhancing mathematical cognition using logical progressions.
Background
The background description includes information that may be useful in understanding the present invention. It is not an admission that any of the information provided herein is prior art or relevant to the presently claimed invention, or that any publication specifically or implicitly referenced is prior art.
The importance of mathematical cognition is widely recognized in educational research and cognitive science. Various methods have been employed to improve mathematical understanding and problem-solving abilities in subjects. Traditional methods include presenting mathematical problems of varying difficulty to subjects for practice. In such methods, problems are often presented in a fixed order without consideration for the subject's current cognitive state or learning pace. Such an approach often fails to account for the varying cognitive development levels of individual subjects, leading to either excessive difficulty or a lack of challenge. The lack of adaptability in conventional methods frequently results in disengagement or frustration on the part of subjects, hindering effective learning outcomes.
Various other approaches have attempted to address the problem of adaptability in mathematical education. For instance, adaptive learning systems have been introduced, wherein problem sets are adjusted based on a subject's performance over time. Such systems typically utilize performance metrics like correctness and response time to evaluate subject proficiency. However, several limitations exist in the current systems. One well-known method involves presenting adaptive quizzes to subjects in which the level of difficulty is adjusted based on a correct or incorrect response. While such systems provide basic feedback and problem adaptation, they often lack real-time complexity adjustment based on multiple performance factors. Feedback in said systems is often limited to binary outcomes, such as correct or incorrect answers, and does not provide detailed analysis to aid in cognitive development.
Another well-known approach includes gamified learning platforms, where subjects are encouraged to solve mathematical problems within a structured game environment. Said platforms use reward-based mechanisms to motivate subjects. While gamified methods introduce an element of engagement, they are generally focused on entertainment rather than cognitive development. Such methods are often criticized for promoting rote learning without fostering deep understanding of mathematical concepts. Furthermore, said platforms often lack a structured progression of mathematical problems based on logical reasoning, which is critical for enhancing long-term mathematical cognition.
A further method involves personalized tutoring systems where a tutor or system evaluates the subject's performance and adjusts the complexity of mathematical problems accordingly. While personalized tutoring systems offer individualized attention, such systems are resource-intensive and often rely heavily on human intervention. Said systems also suffer from scalability issues, as the availability of personalized tutors is limited. Additionally, real-time adaptability in such systems is constrained by the tutor's ability to evaluate performance and provide feedback on-the-fly, which is often inconsistent.
Moreover, current state-of-the-art educational technologies, such as intelligent tutoring systems, employ predefined learning paths and static feedback mechanisms. Such mechanisms are unable to dynamically adjust the learning trajectory based on the subject's evolving cognitive abilities. Moreover, such technologies primarily focus on enhancing test performance rather than cognitive development, leading to superficial learning outcomes. Existing systems rarely incorporate real-time analysis of both accuracy and response time in adjusting the learning experience, further limiting their effectiveness in fostering deep mathematical understanding.
In light of the above discussion, there exists an urgent need for solutions that overcome the problems associated with conventional systems and/or techniques for enhancing mathematical cognition through adaptive and logically progressive learning experiences.
Summary
The following presents a simplified summary of various aspects of this disclosure in order to provide a basic understanding of such aspects. This summary is not an extensive overview of all contemplated aspects, and is intended to neither identify key or critical elements nor delineate the scope of such aspects. Its purpose is to present some concepts of this disclosure in a simplified form as a prelude to the more detailed description that is presented later.
The following paragraphs provide additional support for the claims of the subject application.
An objective of the present disclosure is to provide a method for enhancing mathematical cognition in a subject by utilizing logical progressions, enabling continuous adaptation based on performance. Said method aims to optimize cognitive engagement by adjusting complexity levels in real-time according to subject responses, ensuring personalized mathematical development.
In an aspect, the present disclosure provides a method for enhancing mathematical cognition in a subject using logical progressions. Said method involves determining a set of mathematical problems, each defined by a complexity level, and arranging such problems in sequential order to form a logical progression. Said progression is presented to said subject, with feedback provided after each problem's completion. The subject's response time and accuracy are analyzed, and such analysis is used to adjust the complexity level of subsequent mathematical problems.
The method provides advantages such as personalized cognitive development by real-time adjustment of complexity levels, enhanced engagement through feedback, and systematic improvement of mathematical problem-solving abilities.

Brief Description of the Drawings


The features and advantages of the present disclosure would be more clearly understood from the following description taken in conjunction with the accompanying drawings in which:
FIG. 1 illustrates a method for enhancing mathematical cognition in a subject using logical progressions, in accordance with the embodiments of the present disclosure.
FIG. 2 illustrates a decision-based flow diagram for a method aimed at enhancing mathematical cognition in a subject using logical progressions, in accordance with the embodiments of the present disclosure.
Detailed Description
In the following detailed description of the invention, reference is made to the accompanying drawings that form a part hereof, and in which is shown, by way of illustration, specific embodiments in which the invention may be practiced. In the drawings, like numerals describe substantially similar components throughout the several views. These embodiments are described in sufficient detail to claim those skilled in the art to practice the invention. Other embodiments may be utilized and structural, logical, and electrical changes may be made without departing from the scope of the present invention. The following detailed description is, therefore, not to be taken in a limiting sense, and the scope of the present invention is defined only by the appended claims and equivalents thereof.
The use of the terms "a" and "an" and "the" and "at least one" and similar referents in the context of describing the invention (especially in the context of the following claims) are to be construed to cover both the singular and the plural, unless otherwise indicated herein or clearly contradicted by context. The use of the term "at least one" followed by a list of one or more items (for example, "at least one of A and B") is to be construed to mean one item selected from the listed items (A or B) or any combination of two or more of the listed items (A and B), unless otherwise indicated herein or clearly contradicted by context. The terms "comprising," "having," "including," and "containing" are to be construed as open-ended terms (i.e., meaning "including, but not limited to,") unless otherwise noted. Recitation of ranges of values herein are merely intended to serve as a shorthand method of referring individually to each separate value falling within the range, unless otherwise indicated herein, and each separate value is incorporated into the specification as if it were individually recited herein. All methods described herein can be performed in any suitable order unless otherwise indicated herein or otherwise clearly contradicted by context. The use of any and all examples, or exemplary language (e.g., "such as") provided herein, is intended merely to better illuminate the invention and does not pose a limitation on the scope of the invention unless otherwise claimed. No language in the specification should be construed as indicating any non-claimed element as essential to the practice of the invention.
Pursuant to the "Detailed Description" section herein, whenever an element is explicitly associated with a specific numeral for the first time, such association shall be deemed consistent and applicable throughout the entirety of the "Detailed Description" section, unless otherwise expressly stated or contradicted by the context.
As used herein, the term "mathematical cognition" refers to the mental processes involved in comprehending, calculating, and reasoning through mathematical problems. Such processes may include understanding mathematical concepts, recognizing patterns, and applying logical reasoning to arrive at solutions. Mathematical cognition encompasses basic arithmetic skills, as well as more advanced functions such as algebraic manipulation, geometric reasoning, and calculus problem-solving. In addition, said cognition involves both the retrieval of previously learned mathematical knowledge and the ability to adapt problem-solving strategies in real-time. Mathematical cognition is critical in determining how a subject approaches, interprets, and resolves mathematical problems. It is also influenced by the subject's ability to recognize relationships between mathematical concepts and to apply logical progressions in a systematic manner. Said term is applied broadly to any activity or interaction involving the processing of mathematical information, irrespective of the complexity of the problems presented to the subject.
As used herein, the term "set of mathematical problems" refers to a collection of individual mathematical tasks or questions presented to a subject for solving. Each of said problems may vary in terms of complexity and may involve different mathematical domains such as arithmetic, algebra, geometry, or calculus. Said set of problems is used as a tool for evaluating and enhancing mathematical cognition by presenting problems in a structured sequence. Each mathematical problem in said set serves a specific cognitive purpose, whether to test fundamental computational skills, encourage logical reasoning, or assess the subject's problem-solving strategies. Furthermore, said set is dynamic, allowing for the inclusion or exclusion of problems based on the subject's performance and cognitive development. The arrangement and selection of problems within said set are crucial for fostering a progression that enhances learning and comprehension.
As used herein, the term "complexity level" refers to the degree of difficulty associated with solving a mathematical problem. Said complexity level may be defined by various factors, including the number of steps required to reach a solution, the types of mathematical operations involved, or the abstractness of the concepts applied. Said term encompasses the distinction between problems that can be solved using basic arithmetic versus problems requiring higher-order cognitive processes such as logical deduction, algebraic manipulation, or spatial reasoning. Each problem's complexity level is crucial in determining the subject's cognitive engagement and challenges the subject's ability to apply different problem-solving techniques. Said complexity level may be adjusted dynamically based on the subject's performance, ensuring that mathematical tasks remain appropriately challenging without being overly difficult.
As used herein, the term "logical progression" refers to the arrangement of mathematical problems in a sequential order, where each problem builds on the knowledge or skills acquired from previous problems. Said progression follows a systematic and structured approach to cognitive learning, enabling subjects to engage with mathematical tasks that become increasingly complex over time. The concept of logical progression ensures that problems are arranged in a way that aligns with the subject's cognitive abilities, allowing for gradual improvement and deeper understanding. Said progression also encourages the development of problem-solving strategies by presenting problems in a manner that requires the subject to apply previously learned concepts and patterns. Logical progression fosters an effective learning environment by providing challenges that are neither too simple nor too complex for the subject's current level of mathematical cognition.
As used herein, the term "presenting" refers to the act of delivering or displaying a set of mathematical problems to a subject in a structured manner. Said presentation may occur through various mediums, including printed materials, digital interfaces, or verbal instruction. The manner in which problems are presented is essential for ensuring that the subject engages with the tasks effectively. The term encompasses the visual, auditory, or tactile representation of said problems and involves facilitating the subject's interaction with mathematical content. Said presentation is designed to capture the subject's attention and encourage focused problem-solving. The mode of presentation may also be adjusted to suit the cognitive preferences of the subject, thereby optimizing the learning experience.
As used herein, the term "feedback" refers to the information provided to a subject in response to the subject's performance on a mathematical problem. Said feedback may be immediate or delayed and may take various forms, such as verbal cues, visual indicators, or written comments. The purpose of said feedback is to inform the subject of correct or incorrect answers, guide future problem-solving efforts, and enhance the subject's overall mathematical cognition. Said feedback may include specific suggestions for improvement, identifying errors in the subject's problem-solving approach or highlighting areas where additional practice is needed. The quality and timing of said feedback play a significant role in shaping the subject's learning experience, helping to reinforce understanding and rectify mistakes.
As used herein, the term "response time" refers to the amount of time taken by a subject to complete or attempt to complete a mathematical problem. Said response time is measured from the moment the problem is presented to the subject until the subject provides an answer. The analysis of response time serves as an indicator of the subject's cognitive processing speed and familiarity with the mathematical concepts involved. Shorter response times may indicate greater fluency with a particular type of problem, while longer response times may suggest that the subject is experiencing cognitive difficulty or unfamiliarity. Said response time may be used to adjust the complexity level of subsequent problems in a logical progression, ensuring that the tasks presented remain appropriate for the subject's cognitive development.
As used herein, the term "accuracy" refers to the correctness of a subject's answers to mathematical problems. Said accuracy is a key metric in assessing the subject's understanding of mathematical concepts and the effectiveness of problem-solving strategies. Accuracy is determined by comparing the subject's answers with the correct solutions to each mathematical problem. High accuracy rates suggest that the subject has mastered the presented concepts, while lower accuracy may indicate gaps in understanding or the need for further cognitive development. Said accuracy is used in conjunction with other performance metrics, such as response time, to provide a comprehensive assessment of the subject's mathematical abilities and to adjust the complexity of future tasks accordingly.
As used herein, the term "adjust" refers to the modification or alteration of the complexity level of subsequent mathematical problems based on the subject's performance. Said adjustment may involve increasing or decreasing the difficulty of problems in response to the subject's accuracy and response time on previous tasks. The purpose of said adjustment is to ensure that the logical progression of problems remains challenging enough to foster cognitive growth without overwhelming the subject. Said adjustment may be performed in real-time, enabling a dynamic and responsive approach to learning. By adjusting the complexity level, the method ensures that subjects remain cognitively engaged and motivated, which is essential for the continued development of mathematical skills.
FIG. 1 illustrates a method for enhancing mathematical cognition in a subject using logical progressions, in accordance with the embodiments of the present disclosure. In an embodiment, the method includes determining a set of mathematical problems, wherein each of said mathematical problems is defined by a complexity level. The complexity level of each problem is based on the cognitive demand required to solve the problem. The complexity level may be determined by the number of operations required, the mathematical domain involved, or the logical reasoning necessary to arrive at a solution. For example, problems involving basic arithmetic may be categorized at a lower complexity level, whereas problems requiring algebraic manipulation, geometric reasoning, or multi-step problem-solving may be classified at a higher complexity level. Said set of mathematical problems is created with the intention of progressively enhancing the subject's mathematical cognition. Additionally, the set of mathematical problems may encompass a range of mathematical domains, including arithmetic, algebra, geometry, calculus, or any other relevant area. Each problem is individually assessed to ensure the appropriate complexity level is assigned based on the intended cognitive challenge for the subject.
In an embodiment, said mathematical problems are arranged in a sequential order based on said complexity level, forming a logical progression. The logical progression allows the subject to engage with mathematical problems in an incremental manner, ensuring that each problem builds upon the concepts or skills acquired from solving the previous problem. The sequence is determined by the complexity level of each problem, with simpler problems presented first, followed by problems of increasing difficulty. Said arrangement is designed to prevent cognitive overload while maintaining engagement by offering progressively challenging problems. Logical progression promotes the gradual development of problem-solving strategies and allows the subject to apply learned concepts to increasingly complex problems. The logical progression can be dynamically modified based on the subject's performance, ensuring that the sequence remains appropriately challenging.
In an embodiment, said logical progression is presented to said subject using any suitable medium, such as a digital platform, paper-based materials, or interactive tools. The presentation may involve displaying the problems sequentially, with the subject solving one problem before proceeding to the next. The medium for presentation can vary based on the learning environment, with the option of visual or auditory formats. The presentation method may also include interactive elements, such as highlighting key components of a problem or providing a structured workspace for the subject to solve each problem. Additionally, the subject may be presented with clear instructions before engaging with each problem to ensure proper understanding of the task at hand. The presentation is structured to facilitate engagement with the logical progression and to enable the subject to focus on solving each problem independently.
In an embodiment, feedback is provided to said subject upon completion of each of said mathematical problems. Feedback may include information regarding the correctness of the subject's answer and guidance on improving problem-solving strategies. Said feedback can be immediate, following the completion of each problem, or delayed, depending on the learning environment. Feedback may take various forms, such as visual indicators, written responses, or auditory cues. Additionally, said feedback can include an analysis of specific errors made by the subject, with suggestions for addressing said errors in future problems. Feedback may also incorporate motivational elements, such as encouragement or rewards for correct answers, to maintain subject engagement. The purpose of feedback is to assist in the cognitive development of the subject by providing constructive insights into the subject's performance.
In an embodiment, the subject's response time and accuracy for each of said mathematical problems are analyzed to adjust the complexity level of subsequent mathematical problems in said logical progression. Response time is measured from the moment a problem is presented to the subject until an answer is provided, while accuracy is determined by comparing the subject's answer to the correct solution. Said analysis involves evaluating both metrics to determine the subject's proficiency in solving mathematical problems. A shorter response time coupled with high accuracy may indicate that the subject is ready for more complex problems, whereas longer response times or lower accuracy may suggest that the subject requires additional practice at the current complexity level. The complexity level of subsequent problems is dynamically adjusted based on said analysis, ensuring that the subject is consistently challenged without becoming overwhelmed. This real-time adjustment process allows the method to adapt to the subject's cognitive progress.
In an embodiment, said logical progression is adjusted in real-time based on said subject's performance, with said adjustment comprising increasing or decreasing said complexity level. Said adjustment process is dynamic and responsive, meaning that each mathematical problem's difficulty is modified according to how well the subject performs on preceding problems. Real-time adjustments involve monitoring key performance metrics, including response time and accuracy, to assess whether the subject is finding the problems too easy or too difficult. When said subject solves problems with high accuracy and speed, the method increases the complexity of subsequent problems, introducing more challenging mathematical concepts or requiring additional steps for problem-solving. Conversely, if said subject struggles, the complexity level is reduced, offering simpler tasks that align more closely with the subject's current cognitive capacity. Said adjustment is continuous, ensuring that the logical progression maintains the appropriate balance of challenge and engagement throughout said subject's learning process.
In an embodiment, said feedback is generated using an audio or visual indicator that provides guidance to said subject for improving mathematical cognition. Said feedback can take the form of auditory cues, such as spoken prompts or sound effects, that indicate whether a problem has been solved correctly or incorrectly. Additionally, visual indicators may include color-coded signals, symbols, or text that display on a screen, guiding said subject to revisit or reconsider errors made during problem-solving. Said feedback is designed to be both corrective and motivational, helping said subject identify areas of improvement while reinforcing correct reasoning. Said feedback can be immediate or delayed based on the structure of the learning environment and can also include suggestions or hints, which enable said subject to better understand the underlying mathematical concepts. Said feedback is carefully designed to prevent overwhelming said subject while still encouraging continuous cognitive development.
In an embodiment, said set of mathematical problems includes a plurality of mathematical domains selected from the group consisting of arithmetic, algebra, geometry, and calculus. Said logical progression incorporates at least one problem from each of said mathematical domains, ensuring that said subject encounters a variety of problem types throughout the learning process. Said inclusion of multiple domains is intended to provide a comprehensive approach to mathematical cognition, allowing said subject to apply different cognitive skills across varied mathematical concepts. Said problems from each domain are interwoven within said logical progression, such that arithmetic problems may introduce foundational skills, while algebraic or geometric problems test higher-order thinking and reasoning. The method allows for adaptive inclusion of mathematical domains, ensuring that said subject gains exposure to a broad spectrum of mathematical thinking. Said multi-domain approach encourages flexibility in cognitive processing and helps said subject develop a versatile problem-solving skill set.
In an embodiment, said logical progression is customized based on a pre-assessment of said subject's mathematical proficiency level, said pre-assessment comprising a preliminary set of problems used to evaluate said proficiency. Said pre-assessment is administered at the beginning of the method to determine the initial complexity level appropriate for said subject. Said pre-assessment includes problems that span various mathematical domains and difficulty levels, allowing for an accurate evaluation of said subject's current mathematical skills and cognitive capabilities. Based on said subject's performance in solving said pre-assessment problems, the method selects an entry point for said logical progression that is neither too simple nor overly challenging. Said customization ensures that said subject's learning experience is tailored to individual strengths and weaknesses, allowing for a more personalized and effective learning trajectory. Said logical progression is subsequently adjusted as said subject progresses, but the pre-assessment provides a foundation for creating a progression that aligns with said subject's abilities.
In an embodiment, said response time and accuracy are compared against a benchmark to determine whether said subject is progressing through said logical progression at an optimal rate. Said benchmark can be a predefined standard representing expected performance metrics for mathematical cognition at a given proficiency level. Said comparison involves analyzing how quickly said subject solves each problem and how accurately said subject answers, with respect to the complexity of the presented problems. If said subject's response time is significantly faster or slower than the benchmark, adjustments to said logical progression may be made to either increase or decrease the complexity level. Said accuracy is also evaluated to identify patterns of consistent errors, which may indicate cognitive gaps or difficulties in specific mathematical areas. Said benchmark-driven comparison allows for continuous optimization of the learning experience, ensuring that said subject remains on a path of progressive cognitive development.
In an embodiment, said subject is presented with a problem-solving strategy before each mathematical problem in said logical progression, wherein said problem-solving strategy is designed to enhance cognitive understanding. Said problem-solving strategy provides a structured approach for addressing mathematical problems, offering techniques such as step-by-step breakdowns, the identification of key components within a problem, or the application of specific mathematical principles. Said strategy may be communicated through text, diagrams, or visual representations, helping said subject organize thinking and approach problem-solving more effectively. Said strategies are adaptable based on the complexity level of each problem and can range from simple methods for basic arithmetic to more complex techniques for solving algebraic equations or geometric proofs. Said strategies serve as cognitive scaffolding, equipping said subject with the tools needed to process and solve each mathematical problem within the logical progression more efficiently.
In an embodiment, said feedback includes a detailed analysis of said subject's incorrect answers, identifying specific logical or computational errors in said subject's problem-solving approach. Said detailed analysis breaks down said subject's mistakes, providing explanations regarding where said reasoning or calculations went wrong. Said analysis may highlight specific steps within a problem that were executed incorrectly, offering corrective suggestions for future problem-solving. Said feedback may also identify common error patterns, such as misapplication of mathematical rules or failure to complete multi-step problems correctly, guiding said subject in addressing underlying cognitive gaps. Said analysis is designed to deepen said subject's understanding by focusing on the cognitive process involved in solving each problem, rather than merely indicating whether the answer was correct or incorrect. Said subject is encouraged to review and reflect on said feedback, applying said insights to subsequent problems in said logical progression.
In an embodiment, said subject's performance is categorized into one or more learning stages, wherein said learning stages dictate subsequent logical progressions based on said subject's cognitive development. Said categorization involves evaluating said subject's overall accuracy, response time, and problem-solving strategies, assigning said subject to a specific learning stage that reflects current proficiency levels. Said learning stages are used to guide future mathematical tasks, with each stage corresponding to a different level of complexity and cognitive engagement. For example, an initial learning stage may focus on foundational arithmetic skills, while a higher learning stage may involve complex algebraic and geometric reasoning. Said learning stages serve as milestones within the logical progression, helping structure said subject's learning experience according to demonstrated cognitive growth. As said subject progresses through each stage, subsequent logical progressions are designed to match said subject's current capabilities, promoting sustained cognitive development.
In an embodiment, said logical progression is dynamically altered based on external factors affecting said subject's cognitive state, said external factors comprising fatigue, attention span, or environmental distractions. Said method incorporates mechanisms for detecting said external factors, such as monitoring the subject's response patterns, variability in accuracy, or abrupt changes in response time. If said method detects signs of cognitive fatigue or loss of attention, adjustments are made to the logical progression to better accommodate said subject's current cognitive state. For example, if said subject's performance suggests signs of fatigue, the method may reduce the complexity level of upcoming problems or introduce breaks in the problem sequence. Said adaptation to external factors helps maintain an effective learning environment by ensuring that said subject remains cognitively engaged without becoming overwhelmed. Said adjustments are made in real-time, supporting a flexible and responsive learning process.
FIG. 2 illustrates a decision-based flow diagram for a method aimed at enhancing mathematical cognition in a subject using logical progressions, in accordance with the embodiments of the present disclosure. Initially, a set of mathematical problems is determined, and each problem is defined by a specific complexity level. These problems are then arranged in a sequential order, forming a logical progression, which is presented to the subject. Upon completion of each problem, feedback is provided, followed by an analysis of the subject's response time and accuracy. Based on the analysis, the performance is assessed to determine whether it meets the desired standard. If the performance is sufficient, the complexity of the next problem is increased, and the logical progression continues. If the performance is insufficient, the complexity is decreased to align with the subject's current cognitive abilities. The process loops back to presenting the adjusted progression to the subject, maintaining a dynamic and personalized learning experience.
In an embodiment, determining a set of mathematical problems, each defined by a complexity level, allows for a structured approach to enhancing mathematical cognition. Said complexity level ensures that each problem is appropriately challenging based on the subject's proficiency. By defining problems in terms of complexity, subjects are gradually exposed to increasingly difficult tasks, promoting cognitive growth. Each complexity level may be distinguished by the number of steps required, the types of mathematical operations involved, or the cognitive skills necessary to solve the problem. Such structuring enables the subject to engage progressively with the mathematical content, reinforcing learning while preventing cognitive overload. By assigning complexity levels, the method ensures the subject encounters problems that are neither too simple nor too difficult, leading to an optimized learning trajectory tailored to individual cognitive abilities.
In an embodiment, arranging said mathematical problems in a sequential order based on said complexity level forms a logical progression that supports a gradual cognitive development process. Said sequential arrangement allows the subject to build on previously acquired knowledge, ensuring that simpler concepts are mastered before more complex ones are introduced. The logical progression provides a systematic flow of problems, helping to enhance the subject's problem-solving capabilities in a controlled and progressive manner. Said progression prevents sudden jumps in difficulty, maintaining a steady cognitive challenge without overwhelming the subject. Additionally, by aligning the problems sequentially according to complexity, the method promotes the reinforcement of mathematical concepts, allowing the subject to apply previously learned strategies to new problems in the progression. This gradual increase in problem complexity fosters deeper understanding and long-term retention of mathematical knowledge.
In an embodiment, presenting said logical progression to said subject facilitates interaction with the mathematical problems in a structured learning environment. The method of presentation may include digital interfaces, printed materials, or verbal instruction, each tailored to suit the learning preferences and needs of the subject. By presenting problems in a clear and organized manner, the method allows the subject to focus on solving each problem without distractions. Said presentation can be interactive, incorporating elements such as visual aids or guided prompts to assist the subject in navigating the logical progression. The structured presentation enhances engagement with the material and ensures the subject is able to proceed through the logical progression at an appropriate pace. The orderly presentation of problems reinforces the subject's understanding of the content and provides a consistent framework for problem-solving activities.
In an embodiment, providing feedback to said subject upon completion of each mathematical problem helps guide the subject's learning process and improves cognitive understanding. Said feedback, which may be immediate or delayed, informs the subject whether the solution was correct or incorrect and may include additional information to explain the reasoning behind the correct answer. The feedback can take various forms, such as audio prompts, visual indicators, or written explanations, each designed to highlight the subject's strengths and areas needing improvement. Said feedback serves to correct misconceptions or errors in real-time, helping the subject refine problem-solving strategies. By offering constructive feedback after each problem, the method fosters a more interactive learning experience, enabling the subject to adjust reasoning techniques and enhance overall mathematical cognition.
In an embodiment, analyzing the subject's response time and accuracy for each mathematical problem provides valuable insights into the subject's cognitive processing abilities. Said analysis involves tracking how quickly the subject responds to each problem and measuring the accuracy of the solutions provided. Response time can be indicative of the subject's fluency with the material, while accuracy reflects the subject's comprehension of the mathematical concepts. Said data is used to determine whether the subject is ready to progress to more complex problems or requires further practice at the current level. By continuously analyzing performance metrics, the method allows for real-time adjustments to the logical progression, ensuring the subject is consistently challenged at an appropriate cognitive level. Such analysis helps create a personalized learning experience, adapting to the subject's individual pace and proficiency.
In an embodiment, said logical progression is adjusted in real-time based on said subject's performance, with adjustments made by increasing or decreasing said complexity level. Real-time adjustment allows the method to respond dynamically to the subject's current cognitive abilities, preventing under- or over-challenging. If the subject consistently performs well, the method increases the complexity level, introducing problems that require more advanced reasoning or multi-step solutions. Conversely, if the subject struggles with certain problems, the complexity level is decreased to ensure that the subject is not overwhelmed and can build confidence with easier tasks. Such real-time adjustments ensure that the












I/We Claims


A method for enhancing mathematical cognition in a subject using logical progressions, said method comprising:
determining a set of mathematical problems, wherein each of said mathematical problems is defined by a complexity level;
arranging said mathematical problems in a sequential order, based on said complexity level, forming a logical progression;
presenting said logical progression to said subject;
providing feedback to said subject upon completion of each of said mathematical problems;
analyzing the subject's response time and accuracy for each of said mathematical problems to adjust said complexity level of subsequent mathematical problems in said logical progression.
The method of claim 1, wherein said logical progression is adjusted in real-time based on said subject's performance, said adjustment comprising increasing or decreasing said complexity level.
The method of claim 1, wherein said feedback is generated using an audio or visual indicator that provides guidance to said subject for improving mathematical cognition.
The method of claim 1, wherein said set of mathematical problems includes a plurality of mathematical domains selected from the group consisting of arithmetic, algebra, geometry, and calculus, wherein said logical progression incorporates at least one problem from each of said mathematical domains.
The method of claim 1, wherein said logical progression is customized based on a pre-assessment of said subject's mathematical proficiency level, said pre-assessment comprising a preliminary set of problems used to evaluate said proficiency.
The method of claim 1, wherein said response time and accuracy are compared against a benchmark to determine whether said subject is progressing through said logical progression at an optimal rate.
The method of claim 1, further comprising presenting a problem-solving strategy to said subject before each mathematical problem in said logical progression, wherein said problem-solving strategy is designed to enhance cognitive understanding.
The method of claim 1, wherein said feedback includes a detailed analysis of said subject's incorrect answers, identifying specific logical or computational errors in said subject's problem-solving approach.
The method of claim 1, further comprising categorizing said subject's performance into one or more learning stages, wherein said learning stages dictate subsequent logical progressions based on said subject's cognitive development.
The method of claim 1, wherein said logical progression is dynamically altered based on external factors affecting said subject's cognitive state, said external factors comprising fatigue, attention span, or environmental distractions.




Disclosed is a method for enhancing mathematical cognition in a subject using logical progressions. A set of mathematical problems is determined, each defined by a complexity level. The mathematical problems are arranged in a sequential order based on said complexity level to form a logical progression. The logical progression is presented to the subject. Feedback is provided to the subject upon completion of each problem. The subject's response time and accuracy are analyzed to adjust the complexity level of subsequent mathematical problems in the logical progression. Said method enables continuous adaptation of mathematical challenges based on the subject's performance, providing a personalized cognitive development experience.

, Claims:I/We Claims


A method for enhancing mathematical cognition in a subject using logical progressions, said method comprising:
determining a set of mathematical problems, wherein each of said mathematical problems is defined by a complexity level;
arranging said mathematical problems in a sequential order, based on said complexity level, forming a logical progression;
presenting said logical progression to said subject;
providing feedback to said subject upon completion of each of said mathematical problems;
analyzing the subject's response time and accuracy for each of said mathematical problems to adjust said complexity level of subsequent mathematical problems in said logical progression.
The method of claim 1, wherein said logical progression is adjusted in real-time based on said subject's performance, said adjustment comprising increasing or decreasing said complexity level.
The method of claim 1, wherein said feedback is generated using an audio or visual indicator that provides guidance to said subject for improving mathematical cognition.
The method of claim 1, wherein said set of mathematical problems includes a plurality of mathematical domains selected from the group consisting of arithmetic, algebra, geometry, and calculus, wherein said logical progression incorporates at least one problem from each of said mathematical domains.
The method of claim 1, wherein said logical progression is customized based on a pre-assessment of said subject's mathematical proficiency level, said pre-assessment comprising a preliminary set of problems used to evaluate said proficiency.
The method of claim 1, wherein said response time and accuracy are compared against a benchmark to determine whether said subject is progressing through said logical progression at an optimal rate.
The method of claim 1, further comprising presenting a problem-solving strategy to said subject before each mathematical problem in said logical progression, wherein said problem-solving strategy is designed to enhance cognitive understanding.
The method of claim 1, wherein said feedback includes a detailed analysis of said subject's incorrect answers, identifying specific logical or computational errors in said subject's problem-solving approach.
The method of claim 1, further comprising categorizing said subject's performance into one or more learning stages, wherein said learning stages dictate subsequent logical progressions based on said subject's cognitive development.
The method of claim 1, wherein said logical progression is dynamically altered based on external factors affecting said subject's cognitive state, said external factors comprising fatigue, attention span, or environmental distractions.

Documents

NameDate
202411083261-FORM-8 [05-11-2024(online)].pdf05/11/2024
202411083261-FORM 18 [02-11-2024(online)].pdf02/11/2024
202411083261-COMPLETE SPECIFICATION [30-10-2024(online)].pdf30/10/2024
202411083261-DECLARATION OF INVENTORSHIP (FORM 5) [30-10-2024(online)].pdf30/10/2024
202411083261-DRAWINGS [30-10-2024(online)].pdf30/10/2024
202411083261-EDUCATIONAL INSTITUTION(S) [30-10-2024(online)].pdf30/10/2024
202411083261-EVIDENCE FOR REGISTRATION UNDER SSI(FORM-28) [30-10-2024(online)].pdf30/10/2024
202411083261-FORM 1 [30-10-2024(online)].pdf30/10/2024
202411083261-FORM FOR SMALL ENTITY(FORM-28) [30-10-2024(online)].pdf30/10/2024
202411083261-FORM-9 [30-10-2024(online)].pdf30/10/2024
202411083261-OTHERS [30-10-2024(online)].pdf30/10/2024
202411083261-POWER OF AUTHORITY [30-10-2024(online)].pdf30/10/2024
202411083261-REQUEST FOR EARLY PUBLICATION(FORM-9) [30-10-2024(online)].pdf30/10/2024

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