FIELD OF THE INVENTION
[001] The invention herein relates generally to learning systems and methods, in particular the present invention relates to an active learning system and a method based on the concept of integers, facilitating learning of mathematical concepts by developing a habit of performing various operations involving integers and providing a competitive, performance-based environment involving winning, losing, rewards, challenges and decision making thereby improving analytical and decision making skills. The system provides a learning tool that contributes to entertainment value with the scope of development of basic cognitive skills.

BACKGROUND OF THE INVENTION

[002] Mathematics is a very important subject that includes study of numbers having its application in our everyday life in all fields. Therefore, knowledge of mathematics and arithmetic skills are necessary for everyone especially children. However, it is observed that children find it difficult to grasp the basic concepts of mathematics and require extra efforts and attention that builds up the anxiety in them.

[003] "Active learning" refers to learning that involves more activity on the part of the learner than simply listening and watching. Without active learning, students may not be engaged in learning material beyond simple memorization. Active learning often emphasizes students working in cooperative and collaborative groups and requires students to take increased responsibility for their learning. Educational tools and activities such as cards or computers and the like, foster active learning by requiring interactivity, peer-learning and team work, promoting collaboration, and increasing motivation. They can be used to address cognitive psychomotor and affective domains of learning and to support different learning styles.

[004] Learning through performance requires active discovery, analysis, interpretation, problem-solving, memory and physical activity which result in the sort of extensive cognitive process that deeply roots learning in a well-developed neural network.

[005] The existing learning systems comprises number and operation cards and participant tokens/markers which are generally classified into either or both of two groups, namely entertainment and education, according to their primary objective. The primary objective of an entertainment learning system is to give some entertainment to the participant(s). The primary objective of an educational systems, however, is to help the participant(s) in their education or learning or training so that the learning process is fun.

[006] Despite such known systems and methods, there remains a continued desire for new, different active learning system and a method of the card-type system, based on the concept of integers, facilitating learning of mathematical concepts and providing entertainment to the users, thereby allowing them to conceptualize mathematical operations.

OBJECT OF THE INVENTION

[007] The main object of the present invention is to achieve integer concept introduction; concept strengthening and repetitive practice using the active learning system and method.

[008] An object of the invention is to provide an active learning system and a method based on the concept of integers, to overcome or at least mitigate one or more deficiencies of known systems, or at least provide an alternative.

[009] Another object of the invention is to provide an active learning system that provides entertainment and involves at least two users or participants. The number of cards in the system can be increased in the ratio of number of participants.

[010] Another object of the invention is to provide an active learning system including a set of cards and a mint bank which are used during the learning process.

[011] Yet another object of the invention is to provide a card-type learning system that is particularly fast paced, maintains competitive interest among users and improves metacognition.

[012] Still further object of the invention is to provide a system that facilitates quick recall and use of basic mathematical operations.

[013] Other objects and advantages of the present invention will become apparent from the following description taken in connection with the accompanying drawings, illustrations and examples to disclose the aspects of the present invention.

SUMMARY OF THE INVENTION

[014] The present invention is directed to an active learning system and method thereof, based on the concept of integers, facilitating learning of mathematical concepts and providing entertainment to the users. In the present invention, the active learning system for use by at least two participants, comprising; a deck of cards, comprising a first set of cards; second set of cards and third set of cards in a predefined quantity; said second set of cards, consist of at least five categories of second set of cards; and a mint bank having plurality of mint (points) of values 1, 3, 5 and 7, each mint value represented in a different color. The first set of cards are the Value Cards, further classified into two sets called as TUM and YUM containing 18 cards each and identified by different color; blue (TUM) and green (YUM) respectively. The second set of cards are the power cards, comprising of 16 cards classified into five different categories namely, mirror cards, two-pile cards, three-pile cards, addition cards each of the cards are 3 in number and filler cards which are 4 in number in the stack of power cards. There are at least 5 TUM cards; at least 5 YUM cards; 5 power cards and the remaining cards are kept as EXTRA STACK in the arrangement. The number of cards in the system can be increased in the ratio of number of participants.

[015] In another embodiment of the present invention, the mint points(token) for value 1 is of yellow color, value of 3 is of green color, value 5 is of red color and value 7 is a higher version of blue color respectively. The value-side (also known as the face or the side) of the value cards contains a singular numerical value such as a fraction or an integer or other numerical value. The colors assigned to a particular value of mint point and name and color of the cards are merely indicative and may vary as per choice.

[016] Another embodiment of the present invention is the method of aforesaid learning system having two or more participants. The first step in the method is shuffling the sets of cards and distributing an equal amount of said cards from each set of cards to each participant face down; placing and showing each set of said cards to be presented by each participant. The steps are continued for at least two rounds by each participant and combining the value in a first step using the respective set of cards; applying the operation of integers to said combined value from said presented card, thereby completing said step; and collecting points based on said combined value of respective set of card. At the end of the process, determining a round winner by identifying the participant in possession of maximum mints.

BRIEF DESCRIPTION OF DRAWINGS

[017] The present invention may be better understood and its numerous objects, features, components and advantages are made apparent to those skilled in the art, by referring to the accompanying drawing, in which:

[018] Figure 1 illustrates a representation of the various type of set of cards employed in the present invention; and

[019] Figure 2 illustrates a rule book to be used in learning systems.

DETAILED DESCRIPTION OF INVENTION

[020] The particular embodiments of the present invention will now be described with reference to the accompanying drawings. The terminology used herein is for the purpose of describing particular embodiments only and is not intended to limit the scope of the present invention. The detailed description is construed as a description of the currently preferred embodiment of the present invention and does not represent the only form in which the present invention may be practiced. This is to be understood that the same or equivalent functions may be accomplished, in any order unless expressly and necessarily limited to a particular order, by different embodiments that are intended to be encompassed within the scope of the present invention.

[021] The embodiment is chosen and described to provide the best illustration of the principles of the invention and its practical application, and to enable one of ordinary skill in the art to utilize the invention in various embodiments and with various modifications as are suited to the particular use contemplated.

[022] Furthermore there is no intention to be bound by any expressed or implied theory presented in the preceding technical field, background, brief summary or the following detailed description. It is further understood that the relational terms such as first, second etc., if any, are used solely to distinguish one from another entity, item or action without necessarily requiring or implying any actual such relationship or order between such entities, items or actions.

[023] The present invention is directed to an active learning system and method thereof, based on the concept of integers, facilitating learning of mathematical concepts and providing entertainment to the users, thereby allowing them to conceptualize mathematical operations. The learning system may have numerous uses and applications, some of which are described hereinafter. However, the present invention, unless otherwise stated, is not to be construed to be limited to a particular product or type of product.

[024] Referring to Figure 1 that illustrates a schematic diagram of the arrangement of the cards 101 including value cards 102 and power cards 103 respectively.

[025] The active learning system for use by at least two participants or participants, comprises of a set or deck of cards consisting of value cards, further classified into two sets called as TUM and YUM containing 18 cards each , also the set of value cards are identified by a color; blue (TUM) and green (YUM) respectively and power cards, consisting of five =categories of power cards; and a mint bank having mints (points) of values 1, 3, 5 and 7 respectively and each represented in a different color.

[026] Apart from the color of the cards, each of the cards have logos, graphic designs, and textures also displayed on the value and the power cards.

[027] In addition, the power cards, comprises of 16 cards divided under four categories namely mirror cards, two-pile cards, three-pile cards and addition cards, wherein each of the power cards are 3 in number each in the stack of power cards and filler cards which are 4 in number, replaceable and customizable cards. They are used in case the participant loses any of the power card or want to continue with extra power cards.

[028] The arrangement of the cards are at least 5 TUM cards; at least 5 YUM cards; 5 power cards and the remaining cards kept as EXTRA STACK in the arrangement.

[029] Accordingly, in the mint bank the mint points (token) for value 1 is of yellow color, value of 3 is of green color, value 5 is of red color and value 7 is a higher version of blue color respectively. The colors assigned to a particular value of mint point is merely indicative and may vary as per choice.

[030] The active learning system further comprises of rules. The value-side (also known as the -face or the -side) of the value cards contains a singular numerical value such as a fraction or an integer or other numerical value. Further, addition card has the + sign displayed on the value side, two and three pile cards have 2X and 3X displayed on the value card accordingly. In particular, the mirror card has an image of a mirror illustrated in particular on the value side of the mirror card. The images displayed on the card is not restrictive and may vary according to the choice.

[031] Figure 2 illustrates the rule book to be used in the method of learning system, comprising the steps of firstly shuffling the sets of cards and distributing an equal set amount of cards from each set of cards to each participant face down; secondly showing and placing each set of said cards to be presented by each participant ; thirdly; continuing the steps for at least two rounds by each participant and combining the value in a first step using the respective set of cards; fourthly applying the concept of integers to combined value from presented card, thereby completing step; fifthly collecting points based on combined value of respective set of cards; and lastly determining a round winner by identifying participant in possession of the maximum mints on completion of round.

[032] The Power Cards as the major components or elements contributing towards active learning systems and methods. The Two-Pile Card acts on the value card presented and doubles the value of the Value card. The Three-Pile Card triples the value of presented Value card. The Mirror Card acts on the card presented by opposing participant (user) and reverses the sign of Value card. The Addition Card changes the mechanism of the activity. The participant with bigger value card gets Mints worth the combined value of the presented cards, irrespective of who has presented the Addition Card.

[033] The more detailed explanation of the method involves shuffling and distribution of the cards. Herein, the Tum Cards are countered against Tum Cards and Yum Cards are countered against Yum Cards only. The bigger card always succeeds in every step and the Mints (points) worth difference of the final values of the two presented value cards (after using Power Cards) are collected except in case when Addition Card is presented where Mints are collected worth the combined value of the two presented Value Cards. The participant who possesses higher value card, succeeds in that particular turn, starts first in the next step. The participant possessing mints worth maximum value at the end of each of the steps is the winner.

[034] Each round is completed in three steps. In Step 1 a Value Card is presented by Participant 1 and then Participant 2 has to present a value card similar to one presented by Participant 1. In Step 2, Power Card is presented by both the participants. If the first participant does not wish to present any Power Card, the participant can pass the step giving the second participant a chance to present any Power Card if the second participant wants. Both the participants are to apply the concepts of integers and decide on the steps to be followed by using their basic cognitive skills. Lastly, in Step 3, once both the participants have presented one Value Card and presented or passed Power card, the steps are complete and the participant with bigger value collects the Mints worth the difference from the mint bank.

[035] Table 1 shown below presents various cases / combinations describing the process to learn through an active learning system of the present invention.

Case 1

[036] If Participant I presents a Value Card- 3 TUM, passes the Power Card and Participant II opens a Value Card- 8 TUM, passes the Power Card, then the Participant II succeeds in the step and collects 5 Mints as Participant II possess the bigger value card, i.e. 8 > 3 by 5.

Case 2

[037] If Participant I presents a Value Card- 9 YUM, Mirror as Power Card and Participant II presents a Value Card- 2 YUM, passes the Power Card, then Participant I succeeds in the step and collects 11 Mints as the Mirror Card converts value 2 to negative 2, i.e., (-2) and therefore 9-(-2) = 11.

Table 1.
Participant I Participant II Outcome Reason
Value Card- 3 TUM
Power Card- Pass Value Card- 8 TUM
Power Card- Pass Participant II succeeds and collects 5 Mints 8>3 by 5
Value Card- 9 YUM
Power Card- Mirror Value Card- 2 YUM
Power Card- Pass Participant I succeeds and collects 11 Mints Mirror Card converts 2 to negative 2
Value Card- 1 TUM
Power Card- Pass Value Card- 3 TUM
Power Card- 2-Pile Participant II succeeds and collects 5 Mints 2-Pile converts 3 to 6
Value Card- 5 YUM
Power Card- 3-Pile Value Card- 7 YUM
Power Card- Pass Participant I succeeds and collects 8 Mints 3-Pile converts 5 to 15; Participant I collects 8{15-7}
Value Card- 3 TUM
Power Card- Pass Value Card- 9 TUM
Power Card- Addition Participant II succeeds and collect 12 Mints Participant with bigger card succeeds and Value on both cards are added.
Value Card- 3 TUM
Power Card- 3- Pile Value Card- 9 TUM
Power Card- Pass No one wins
CLASH ! 3-Pile converts 3 to 9; Both Participants have 9 YUM, so no wins

Value Card- 1 YUM
Power Card- Mirror Value Card- 7 YUM
Power Card- Mirror Participant I acquires 6 Mints Participant I finally possess – 1 YUM while Participant II has –7
Value Card- 3 YUM
Power Card- Addition Value Card- 7 YUM
Power Card- Addition Participant II acquires 10 Mints Participant II succeeds and addition card act only once
Value Card- 2 YUM
Power Card- 2-Pile Value Card- 2 YUM
Power Card- 3-Pile Participant II acquires 2 Mints Participant II has 6 (2x3) YUMs while Participant I has 4 (2x2) YUMs
Value Card- 9 YUM
Power Card- Addition Value Card- 6 YUM
Power Card- 2-Pile Participant II acquires 21 Mints Participant II has 12 YUMs using 2-Pile (6x2)
Value Card- 8 TUM
Power Card- Mirror Value Card- 9 TUM
Power Card- Addition Participant I acquires - 1 mints Participant I has -9 TUMs while Participant I has 8 and with addition card it becomes 1{8+(-9)}
Value Card- 5 TUM
Power Card- Mirror Value Card- 7 TUM
Power Card- 3-Pile Participant I acquires 26 Mints Participant II has
-21(7x3 and Mirror card) TUMs while Participant I has 5 TUMs

[038] The foregoing description of the specific embodiments will so fully reveal the general nature of the embodiments herein that others can, by applying current knowledge, readily modify and/or adapt for various applications such specific embodiments without departing from the generic concept, and, therefore, such adaptations and modifications should and are intended to be comprehended within the meaning and range of equivalents of the disclosed embodiments.

[039] It is to be understood that the phraseology or terminology employed herein is for the purpose of description and not of limitation. Therefore, while the embodiments herein have been described in terms of preferred embodiments, those skilled in the art will recognize that the embodiments herein can be practiced with modification within the spirit and scope of the appended claims.

[040] Although the embodiments herein are described with various specific embodiments, it will be obvious for a person skilled in the art to practice the invention with modifications. However, all such modifications are deemed to be within the scope of the claims.

[041] It is also to be understood that the following claims are intended to cover all of the generic and specific features of the embodiments described herein and all the statements of the scope of the embodiments which as a matter of language might be said to fall there between.

We Claim:
1) An active learning system based on integers for use by at least two participants, wherein the system comprising;

a set or deck of cards consisting of a first set of cards 102 and second set of cards 103 of a predefined quantity;
said second set of cards 103 consist of at least five categories of cards; and
at least one mint bank having plurality of mint (points) of different values.

2) The active learning system as claimed in Claim 1, wherein said first set of cards 102 are the value cards, further classified into at least two sets of cards called as TUM and YUM, having 18 cards each.

3) The active learning system as claimed in Claim 1, wherein said second set of cards 103 are called the power cards and are further classified into five different categories namely, mirror cards, two-pile cards, three-pile cards, addition cards and filler cards.

4) The active learning system as claimed in Claim 3, wherein there is one filler card and number of said mirror cards, two pile cards, three-pile cards and addition cards are 3 in number respectively.

5) The active learning system as claimed in Claim 1, wherein said mint (points) are of values 1,3, 5 and 7.

6) A method of learning system as claimed in the Claim 1, wherein the method comprising the steps of:

shuffling the sets of cards and distributing an equal set amount of said cards from the set of cards to each participant;
showing and placing set of said cards during the first step of the activity by each participant;
continuing the step for at least two rounds by each participant and revealing the cards and value on the cards simultaneously in the first step using the respective set of cards;
applying the operation of integers on the values of said card, thereby completing said step;
collecting points based on said value of respective set of cards; and
determining a round winner by identifying said participant in possession of the maximum mints on completion of said round.

7) The method as claimed in Claim 7, wherein once the participants presented at least one value card and at least one power card, the particular step is complete and the participant with a card of higher value collects the mints (points).

8) The method as claimed in Claim 7, wherein the mirror card converts a positive numeric value to a negative numeric value.

9) The method as claimed in Claim 8 and 9, wherein if any particular step, an addition card is presented where mints are collected worth the combined value of the two final Value Cards.