Gomal University D.I.

Khan ,Pakistan
From the SelectedWorks of Dr. Muhammad Zubair Asghar

Fall October 17, 2016

Basic Math skill Builder using android-based MIT

App Inventor Plateform
Zunaira Batool, Gomal University, Dera Ismail Khan, Pakistan
Dr. Muhammad Zubair Asghar

Available at: https://works.bepress.com/drzubair/37/

ANDROID-BASED APPLICATION FOR BASIC MATH SKILL
BUILDER

A Thesis

Submitted by

Zunaira Batool and Uzma Bibi

In partial fulfillment for the award of the degree

Of

MASTER OF COMPUTER SCIENCE (MCS)

(2013-2015)

INSTITUTE OF COMPUTING AND INFORMATION TECHNOLOGY

GOMALUNIVERSITY
DERA ISMAIL KHAN, KHYBER PAKHTUNKHWA, PAKISTAN
DECEMBER 2015

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ii
 Abstract

With the growing interest of people in android-based applications, it has been observed that
mobile devices can be used to increase the educational skills of school going children instead
of leaving them to waste their time on only playing games. Therefore, development of
educational application is essentially required, especially, to improve the mathematics-related
skill of children. Although many applications exist online for such purposes. However, there
is a need to develop a simple, interactive and easy to use android-based application for
enhancing the skill of children in basic mathematical concepts. In this work, we develop an
educational application, named “Basic Math Skill Builder” by using MIT App inventor
framework, which assist the beginners in math to learn basic math operations. Moreover, they
can check their skill level by attempting quizzes by using visual images and audio support.
The developed application is very interesting and provides with the students school like
environment.

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 ACKNOWLEDGEMENTS

First of all I pay special thanks to Almighty Allah, the giver of Bountiful blessings, the Most
Gracious, for making us capable of completing this project.

We pay special thanks to our Supervisor Dr. Muhammad Zubair Asghar for his continues support
and enabling us to complete this project in stipulated time. We were very much fortunate to work
under the supervision of Dr. Zubair, known as “MAGIC MAN” of our department. He accepted
our request to supervise our project despite of his very tough and busy schedule with Ms/PhD
research scholars.

Our thanks also goes to the Prof. Dr. Abdur Rashid Khan, Director for his attention and support.

Finally, we express gratitude to our parents and family members for their prayers and support.

Zunaira batool and Uzma bibi

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v
Table of Contents

Abstract ..................................................................................................................................... iii

Acknowledgment ...................................................................................................................... iv

Chapter1 Introduction ............................................................................................................... 1

1.1 Background and context ...................................................................................................... 1

1.2 Motivation and Problem Discussion .................................................................................... 2

1.3 Objectives............................................................................................................................. 2

1.4 Material ............................................................................................................................ …3

1.5 Thesis Breakup................................................................................................................. …3

Chapter 2 Existing system ......................................................................................................... 4

2.1 Web-based Application .................................................................................................... …4

2.2 Dream box learning system ............................................................................................. …4

2.3 Android-based Applications ...............................................................................................5

2.3.1 Primary School math app. ...............................................................................................5

2.3.2 Easy Math...................................................................................................................... …7

Chapter No 3 Proposed system ................................................................................................ 8

3.1 Main Menu....................................................................................................................... …8

3.2 Training Module: ............................................................................................................... 9

3.2.1 Training in Addition & Subtraction ..................................................................................9

3.2.2 Training in Subtraction ................................................................................................ …10

3.2.3 Training in Multiplication ............................................................................................ …10

3.2.4 Training in Division ...................................................................................................... …11

3.2.5 Training in Fraction ..................................................................................................... …12

3.3 Quiz Module ................................................................................................................... ..12

Chapter No.4 Results .............................................................................................................. 16

4.1 Training Module ............................................................................................................. …16

4.1.1 Training in addition ..................................................................................................... …16

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4.1.2 Training in subtraction ................................................................................................ .16

4.1.3 Training in multiplication screen................................................................................. ..17

4.1.4 Training in division ...................................................................................................... .18

4.2 Mixed Quiz ..................................................................................................................... .19

4.3 Addition quiz .................................................................................................................. .20

4.4 Quiz subtraction ............................................................................................................. .21

4.5 Quiz multiplication ......................................................................................................... .24

4.6 Quiz division ................................................................................................................... .25

Chapter No.5 Tools and Technology ..................................................................................... 28

5.1 Different type of Apps can be created ........................................................................... .28

5.1.2 Educational apps ......................................................................................................... .29

5.1.3 Games ......................................................................................................................... .29

5.1.4 SMS Apps.......................................................................................................................29

5.1.5 Location Awareness Apps ........................................................................................... .29

5.1.6 Apps that can Control robots ...................................................................................... 29

5.1.7 Web enabled apps ...................................................................................................... 29

5.2 Setting up App inventor Environment: .......................................................................... 30

5.3 Requirements of App inventor 2.................................................................................... 30

5.4 Features of App inventor 2 ............................................................................................ 30

5.5 For Testing...................................................................................................................... 30

5.6 Deployment phase ......................................................................................................... 30

5.6.1 Go to App Inventor on the web .................................................................................. 31

5.6.2 Log in to App inventor................................................................................................. 31

5.6.3 Give a name to New Project ....................................................................................... 32

5.7 Tools of App inventor 2 .................................................................................................. 32

5.7.1 Component Designer window .................................................................................... 33

5.7.2 Block Editor ................................................................................................................. 33

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5.8 Emulator......................................................................................................................... 34

5.9Connect App Inventor to our phone for live testing ...................................................... 35

Chapter No.6 Conclusion and Future Work ........................................................................ 38

References .......................................................................................................................39-40

Appendices.......................................................................................................................41-64

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 CHAPTER NO.1
INTRODUCTION
The android-based learning tutors are getting popular among the students. Most of the
school going children feels difficulty in learning mathematics. The proposed android
based math skill building application can assist beginners in improving math-related
skills

1.1 Background and context

The rapid growth in internet-related technology, especially the mobile devices have
changed the lifestyle and preferences of almost all of the people. Computer, WWW
and now hand-held devices have proved to be an integral part of individuals in every
walk of life. The use of mobile technology in education is also increasing
continuously, because it is easy to use by people of all age groups belonging to all
fields. .Android-based educational applications are very much popular for skill
development of students in different subjects, such as mathematics, physics,
chemistry, and others. The android-based math applications for improving the skill of
school going students are very much essential. Here, we present some studies
conducted on developing math applications.
RekenTest is web based math system for children. RekenTest features consist of
sessions of math operations like addition and subtraction, multiplication, division and
as well as fractions [1]. .In session students are offered a problem in which they need
to answer.
Web based “Dream box learning” [2] is math-based system, which is used to increase
math capabilities in school going children. Kids can learn about arithmetic, number
patterns and other mathematical concepts in this online math system. This system is
online and paid content, therefore, financial burden is put on the parents of students.
Primary school math-app [3] is an android-based application for improving the basic
skills of students. The application helps to make the children sharpen their skills in
basic math operations. When screen is initialized, different questions appear on the
screen for addition, subtraction, multiplication, division, and fraction .The application
is complex and confusing for beginners, du5e to lack of proper sections and step wise
options.

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Another android based application is easy Math [4].The math application used to
check the speed of math skills of school going students. The app consists of addition
questions which are disappeared when user gives right answer and next question
appears on screen.
However, there are many limitations associated with aforementioned applications in
terms of complexity, payment burden and less user friendly options. Therefore, it is
needed to develop an android-based application for improving math-related skills of
school going children.
The current documentation [5, 6, 7, 8, 9, 10, 11, 12, 13, 14] of different studies are
organized in the context of opinion mining and sentiment analysis related to math skill
applications. However most of such systems are either web- based or desktop-based
and directs the user generated content.
There are many researches [15, 16,17,18,19,20,21,22,23] in the field of math
application development which are conducted to enhance the skills of mathematics.

1.2 Motivation and Problem Discussion

To teach the students at primary school education is one of the most challenging tasks
for teachers as well as parents, because they are more interested in playing, listening
and visualizing as compared to reading. Therefore, it becomes difficult for parents and
teachers to motivate them for education, especially in Pakistan, where the existing
teaching method are based on conventional teaching methods and tools like black
boards and paper and pencil wok. The study of math for children from age 7-12 years
is tedious and time consuming. However, with the help of computers and android
based devices, children can be attracted to learn math easily and more interactively.
Therefore, development of android-based basic math learning application is
essentially needed.
1.3 Objectives
The basic objective of the proposed system is to develop an android-based application
for improving the skills of school going children in mathematics. Following is list of
objectives that we want to achieve: (i) Training in math basics concepts (ii) Quizzes
for sharpening the skills of school going children (iii), use of multimedia like (Images,
Sound for guidance and (iv) Messages of correctness and incorrectness with smileys
(v) marks at end of quizzes

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1.4 Material
Windows 7 Dell Vostro 1510
Tablet Pc
Samsung Galaxy GT-S5360 android mobile phone and Samsung Galaxy Grand prime
android
MIT app inventor 2 Interface
Blue stack

1.5 Thesis Breakup

The remaining chapters of the thesis are organized as follows:

Chapter two: Existing System, in this chapter we discuss about the existing systems
related to our application.

Chapter three: Proposed system, which describes the development process of our
application

Chapter four: Results, we present the results that our system generated by including
screen shots along with their objective
Chapter five: Tools and technology, which provides the description of tool we have
used.

Chapter Six Conclusion and future work, give a description of overall project work
and also mentioning future aims

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 CHAPTER NO. 2
EXISTING SYSTEM
2.1 Web-based Application
RekenTest supports basic math operations like addition and subtraction,
multiplication, division and as well as fractions [1]. The applications consist of
sessions .In sessions student is offered a problem in which they needs to answer as
shown in fig.2.1

Fig.2.1 RekenTest Look

2.2 Dream box learning system

The web-based dream box learning system is proposed by [2]. The system (Fig.
2.2and Fig. 2.3) is used developing the skills of basic math learning to be used by
beginners. The site attractive with respect to outlook, however, it is complex and
seems more like a game than the educational application. Moreover, it is paid content,
which puts financial burden on the users.

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Fig. 2.2 web-based dream box learning system-look-I.

Fig. 2.3 web-based dream box learning system-look-II

2.3 Android-based Applications

In this section, we present two applications already developed for mathematics

oriented skill development. Their detail is presented as follows:

2.3.1 Primary School math app

The Android-based math applications for primary school children are proposed by [3]
as shown in Fig 2.4 and Fig.2.5. It aims at increasing math skills of children by

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providing number of questions to users. The application is complex and confusing for
beginners, due to lack of proper sections and step wise options.

Fig. 2.4 Primary School math app-I

Fig.2.5Primary School math app-II

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2.3.2 Easy Math
An application, named “easy Math?” as shown in Fig.2.6and 2.7 is proposed by [4]. It
is used to check user’s calculation speed by attempting simple addition problems. A
fixed time slot is given for questions to determine users’ skill level. However, it is fast
enough for kids, who are not very speedy in calculation, which makes it difficult for
them to use this app.

Fig.2.6 Easy Math

Fig.2.7 Easy Math

To overcome the limitations of aforementioned existing systems, such as complex

nature, time restrictions and paid content issues, we propose a system which gives
instant result enriched with different smiley symbols, which is motivating and also
interesting

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 CHAPTER NO.3
PROPOSED SYSTEM
The Proposed system, namely “Basic Math Skill Builder” is comprised two major
modules: (i) Training module, and (ii) quiz module. The training module is further
composed of five modules, namely (i) training in addition, (ii) training in subtraction,
(iii) training in multiplication, (iv) training in division, and (v) training in Fraction.
The quiz module has two options: (i) mixed quiz, (ii) simple quiz. The proposed
framework is shown in Fig. 3.1.

Fig. 3.1 Proposed Framework

3.1 Main Menu

The main menu of the proposed system is presented in Fig. 2.4

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Fig. 3.2 Main Menu

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3.2 Training Module
In training module, there are trainings sections for students, who are beginners and
facing problem in learning different operations, such as solving addition, subtraction,
multiplication, and division. The multimedia features, such as text to speech, in our
application, assist the children in building their skills more efficiently and
interactively. It has five sub-modules for training, namely (i) addition & subtraction,
(ii) multiplication, (iii) division, and (iv) fraction.
3.2.1 Training in Addition & Subtraction
In training section (Fig. 3.3), student, who are beginners in math, or who have
difficulty in learning addition and subtraction, can learn in user friendly ways. It is
supported by images of animals to explain addition and subtraction operations. The
audio and visual options are also incorporated in the training section to make the
application more interactive.

Fig. 3.3 Training in addition

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3.2.2 Training in Subtraction
This module (Fig.3.4) assists users to learn subtraction through images of objects by
applying different options, such cancel and invisible.

Fig.3.4 Training in subtraction

3.2.3 Training in Multiplication

This module (Fig.3.5) assists the users to learn multiplication concepts with given
images to provide an interactive and new way of understanding the multiplication.

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Fig. 3.5 Training in multiplication

3.2.4 Training in Division

This module (Fig.3.6) is used to assist users in learning division through visual images
and text to speech component by providing daily life examples, such as dividing cake
pieces in group of people.

Fig.3.6 Training in Division

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3.2.5 Training in Fraction
This module (Fig.3.7) is used to assist users in learning fraction through visual images
and text to speech component by providing daily life examples.

Fig.3.7 Training in Fraction

3.3 Quiz Module

The quiz module is comprised of two components, namely (i) mixed quiz, and (ii)
simple quiz.
In mixed quiz, there are multiple choice questions, with answer keys at the end of quiz
(Fig. 3.8). In simple quiz, there are numeric values which are displayed when screen is
initialized, which are to be solved by students (Fig. 3.9)

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Fig.3.8 Mixed Quiz

Fig.3.9 Simple quiz Addition

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Fig.3.10 Subtraction

Fig.3.11 Multiplication

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Fig. 3.12 Division

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 CHAPTER No.4
RESULTS
This chapter deals with the description of result obtained by executing our application
through different screen shots.
4.1 Training Module
This module is used to train the users in different mathematical operations, such as
addition, subtraction, multiplication and division.
4.1.1 Training in addition
Purpose of this screen is to provide training session in addition module, as shown in
Fig .4.1. For example, when user enters 4 as an answer in the textbox and clicks the
submit button, then “Correct” message appears on the screen along with voice
pronouncing “Correct”.

Fig. 4.1 Training in addition

4.1.2 Training in subtraction

Purpose of this screen is to provide training session in subtraction, as shown in Fig.
4.2. For example, when user enters 5 as an answer in the textbox and clicks the submit

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button then “Correct” message appears on the screen along with voice pronouncing
“Correct”.

Fig. 4.2 Training in subtraction

4.1.3 Training in multiplication screen

Purpose of this screen is to provide training session in multiplication module, as
shown in Fig. 4.3. For example, when user enters 4 as an answer in the textbox and
clicks the submit button, then “Correct” message appears on the screen along with
voice pronouncing “Correct”.

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Fig. 4.3 Training in multiplication

4.1.4 Training in division

Purpose of this screen is to provide training session in division module, as shown in
Fig. 4.3. For example, when user enters 2 as an answer in the textbox and clicks the
submit button then “Correct” message appears on the screen along with voice
pronouncing “Correct”.

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Fig. 4.4 Training in division
4.2 Mixed Quiz
Purpose of this screen is to provide Quiz in which users have to select one among four
answers .When the user attempts last question, result appears with score and answer
keys, as shown in Fig. 4.5.

Fig. 4.5 Mixed quiz

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4.3 Addition quiz
Purpose of this screen is to provide quiz in which users have to remember the answer
of first question and then add next question’s answer. When user enters 15 as an
answer in the textbox and clicks the submit button, then “Correct” message appears
with Image of smiley on the screen along with voice pronouncing “Correct”. If the
user types wrong answer in textbox, then “Incorrect” message appears with image of
smiley on screen, as shown in Fig. 4.4 and Fig. 4.5.

Fig. 4.4 Quiz addition screen-I

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Fig. 4.5 Quiz addition screen -II
4.4 Quiz subtraction
Purpose of this screen is to present subtraction Quiz, as shown in Fig. 4.6 and Fig. 4.7.
When user enters 4 as an answer in the textbox and clicks the submit button then
“Correct” message appears on the screen with image of smiley. If user types wrong
answer in textbox and clicks submit button, then “Incorrect” message appears on the
screen with image of smiley.

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Fig.4.6 Quiz subtraction -I

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Fig.4.7 Quiz subtraction-II

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4.5 Quiz multiplication
Purpose of this screen is to present multiplication Quiz, as shown in Fig .4.8 and 4.9.
For example, when user enters 15 as an answer in the textbox and clicks the submit
button, then “Correct” message appears on the screen with image of smiley along
with voice pronouncing “Correct”.

Fig.4.8 Quiz multiplication screen-I

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Fig.4.9 Quiz Multiplication screen-II

4.6 Quiz division

Purpose of this screen is to present Quiz division, as shown in Fig. 4.10 and Fig.4.11..
For example, when user enters 1 as an answer in the textbox and clicks the answer
button, then “Correct” message appears with image of smiley on the screen along
with voice pronouncing “Correct”. If the user enters wrong answer in textbox and
clicks answer button then “Incorrect” message appears with image of smiley.

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Fig. 4.10 Quiz division screen-I

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Fig 4.11 Quiz Division Screen-II

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 CHAPTER No.5
TOOLS AND TECHNOLOGY

To design Apps for Android, App Inventor 2 is an advancement tool. Google initially
developed the App inventor, now App inventor is backed by Massachusetts Institute
of technology. App Inventor for Android is an application which is available for
anyone to design and create apps. App inventor gives easy-going situation to
programmers to develop Android apps. Students of computer science become able to
computer programming to make software applications for the Android operating
system (OS) through App inventor. Just like Star Logo, TNG and Scratch, App
inventor uses Graphical user interface. In creating App Inventor, Google drew upon
important prior research in educational computing, as well as work done within
Google on online development environments.
App Inventor and the projects on which it is established are learned by constructionist
learning theories, which point out that programming can be a vehicle for appealing
powerful concepts through active learning. As such, it is part of an current movement
in computers and education that began with the work of Seymour Papert and the MIT
Logo Group in the 1960s and has also illustrate itself with Mitchel Resnick's work on
Lego Mind storms and Star Logo.
It makes a good prototyping facility and a number of the prototypes that can have
made have actually ended up as final apps that are still in use.
5.1 Different type of Apps can be created
With the help of this App tool, we can make different and unique types of apps, the
only qualification and need for making an app is the unique idea that should come in
one’s mind. If a person with great ideas and thoughts uses the App inventor 2,
different kinds of apps can be created with more great features and graphics because
this tool is GUI based environment. The various kinds of apps are that can be created
are Educational Apps, Games, SMS Apps, Location Awareness Apps, Apps that
control Robots, Web Enabled Apps.

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5.1.2 Educational apps
We can also build apps that inform and educate. We can build a quiz app to help us
and our class-mates study for a test, or even a create a quiz app that lets the users of
our app create their own quizzes (think of all the parents that would love this one for
those long road trips.
5.1.3 Games
People sometimes starts by making games like Mole Mash or apps that let we draw
funny pictures on our friend’s faces Pong game (in which object interact with ground
and score is increased). As we go further, we can make our own versions of more
complex games like Pac-Man and Space Invaders. We can even try the phone’s
sensors and move characters by bending the phone. Animated games can be created.
5.1.4 SMS Apps
In app inventor, sms Apps can also be created. Some of the apps like No texting while
driving App is a useful for the users of android who gets disturbed by messages and
calls by the family members or friends during Driving.
5.1.5 Location Awareness Apps
GPS-location sensor is one of important component of App Inventor; with the help of
this we can build apps to know where we are at that time. We can build an app that
help us to remember where we parked our car, an app that shows the location of our
family members or close friends at any party or place, or our own different tour app of
our school, workplace, or a museum, Apps like Paris map tour etc.
5.1.6 Apps that can Control robots
We had created an app that acts as a controller for a LEGO robot. We can use the
mobile set as a remote control, or we can program it to be a “brain” that the robot
carries around with it. The robot and mobile phone communicate via Bluetooth, and
App Inventor’s Bluetooth components let you create similar apps that control other
Bluetooth devices
5.1.7 Web enabled apps
App Inventor now a days provides a fantastic way for your apps to communicate with
the Web. We can build apps that pull in data from Twitter or an RSS feed, or an
Amazon Bookstore Browser that lets we check the online cost of a book and buy it by
scanning its barcode written on that book.

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5.2 Setting up App inventor Environment
We can set up App Inventor using the instructions at the website given below is a link
http://appinventor.googlelabs.com/learn/setup/. App Inventor runs primarily through
the browser, though it takes some time but we need to download some of different
software to our computer’s desktop relating to this application and change some
settings on our phone to run. Typically we can get set up in just a few minutes, though
sometimes there are issues with setting up device drivers for some Android phones. If
we comes up any phone issues, we can get started using the Android emulator for
running that comes packaged with the App Inventor download.
5.3 Requirements of App inventor 2
((i) Internet connection
(ii) Android phone / Tablet.
(iii) Gmail account
5.4 Features of App inventor 2
Some special features include:
(i) Object oriented programming (OOP) tools.
(ii) Graphical user interface (GUI) environment.
(iii)Drag-and-drop approach in layout design phase and code design phase.
5.5 For Testing

(i) Provide testing simulator on PC to check the results by the App inventor on

Android platforms.

5.6 Deployment phase

(i) Provides many methods for creating the executable APK files, e.g.
QR code Mailing APK (to transferred by USB port, etc. to be installed and set up on
the Android based smart phones and tablets)
Programmer can developed the projects that are managed on web, then they can
retrieve from various platforms.

(ii) There are tiles on free web development envoirment.

Here are some steps to begin with App inventor

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5.6.1 Go to App Inventor on the web
Go directly to ai2.appinventor.mit.edu, there is orange button, click the orange
"Create" button from the App Inventor website as shown in Fig.5.1

Fig.5.1 Go to App inventor on the web

5.6.2 Log in to App inventor

Create Gmail account to Log in to App Inventor with a Gmail. An existing Gmail
account can also be used to log in to ai2.appinventor.mit.edu.

Fig. 5.2 Log into app inventor

After clicking on the continue button on splash screen the environment of the App
inventor is then appear on the screen, the first screen which is shown is to list of
Projects, to make new project click on New Project button as shown in fig.5.3

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Fig 5.3 Log into app inventor look-II

5.6.3 Give a name to New Project

After logging in to app inventor, new project must be named which is to be developed
but there should without no space in saving project name.

Fig.5.4 Give a name to New Project

5.7 Tools of App inventor 2

The following are major two tools provided in App Inventor 2:

(i) Component Designer
(ii) Block Editor

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5.7.1 Component Designer window
Component Designer is the first tool, where interface and integration of components
(both visible and non-visible components) allow people who have programming skills
and prior programming experience to develop more fastly mobile apps (Command
button, Text button, Checkbox, etc.) and connect logic blocks to create their mobile
application (fig.5.5)

Fig.5.5 Component designer

5.7.2 Block Editor

Block Editor, where program logic is created Click "Blocks" to move over to the
Blocks Editor as shown in fig.5.6 Think of the Designer and Blocks buttons like tabs -
- we use them to move back and forth between the two areas

Fig.5.6 Blocks editor Blocks designer -I

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The Blocks Editor is that part where we program the behavior of our app. There are
several Built-in blocks that handle things like math, logic, and text. Below are the
blocks that go with each of the components of different parts in our app as shown in
fig 5.6. To show up in the Blocks Editor, In order to get the blocks for a certain
component, first we have to add that component of blocks to our app through the
Designer.

Fig.5.6 Blocks designer –II

Fig.5.6 Blocks designer –III

5.8 Emulator

Emulator for the program test can be conducted and evaluated without connecting to
a mobile phone. One of the neatest things about this software, App Inventor is that
during building an app, we can see and test on a connected device. Now open the

34
Blocks Editor, and after that click the "Connect" button at top of the window and then
click the emulator and following will be actions occur.

(i) In the beginning the emulator will initially appear with an empty black screen.

(ii) Wait until the emulator is ready, with a colored screen background.

(iii)Even after the background appears in the emulator, we should wait until the
emulated phone has finished preparing its SD card. The emulator works like a
mobile set with least limitations. After unlocked the emulator, click the button
named "Connect the Device..." and then click the emulator. When you will see
that the phone icon turns to green color, it means the emulator is connected
(see in fig 5.7)

Fig.5.7 Emulator

5.9 Connect App Inventor to our phone for live testing

If we have an Android phone or tablet, we connect app inventor to our phone for live testing.

35
Fig.5.8 Connect App Inventor to our phone for live testing
Get the MIT AI2 Companion from the Play Store and install it on phone or tablet. The
preferred method for getting the AI2 Companion App is to download the app from the Play
Store by searching for "MIT AI2 Companion".

Fig.5.9 Download the AI2 Companion App

To download the AI2 Companion App to our device directly (SKIP THIS STEP IF

36
You already got the app from Play Store)
If for some reason we cannot connect to the Google Play store, we can download the
AI2 Companions described here.
First, we will need to go into our phone's settings, choose "Security", then scroll
down to allow “Unknown Sources", which allows apps that are not from the Play
Store to be installed on the phone.
Second, do one of the following
A) Scan the QR code above As shown in fig.5.10 or
B) Click the "Need help finding..." link and we'll be taken to the download page.
From there we can download the MITAI2Companion.apk file to our computer and
then move it over to our device to install it.

Fig. 5.10 Scan to download MIT AI2 Companion

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 CHAPTER No.6
CONCLUSION AND FUTURE WORK

In this work, we developed an android-based application for building basic math

related skill development of beginners. The proposed system is comprised of two
major modules, namely (i) Training module, and (ii) Quiz module.
The training module aims at training the kids in math operation, such as addition,
subtraction, multiplication, division, and fraction with images and text to speech
features .The images demonstrate the daily life examples with attractive colors, which
are liked by kids.
In quiz module, there are two quizzes, one is mixed quiz and other is simple quiz. The
mixed quiz offers multiple choices with answer keys given at the end. In simple quiz,
there are multiple quizzes for addition, subtraction, multiplication, and division. In
this quiz, users have to remember the first answer and then answer of the next
question is added to the previous answer.

Future Directions: Following are the possible future directions for further work, (i)
enhancing the application with more features like animated graphics, which can work
on user touch, and can perform some mathematical operation. (ii) Adding tables to
increase the mathematical abilities of school, and (iii) The sound features can be
enriched by incorporating non-English national and local languages, such as Urdu,
Saraiki, Pashto, Balochi, and Sindhi.

38
References

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last seen 26 Nov 2015
[5] Asghar, Muhammad Zubair, et al. "Simplified Neural Network Design for Hand
Written Digit Recognition." International Journal of Computer Science and
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Survey." arXiv preprint arXiv: 1511.09142 (2015). Last seen 26 Nov 2015
[7] Kundi, Fazal Masud, Dr Asghar, and Muhammad Zubair. "Lexicon-Based
Sentiment Analysis in the Social Web." Journal of Basic and Applied Scientific
Research 4.6 (2014): 238-248. Last seen 26 Nov 2015
[8] Asghar, Dr, and Muhammad Zubair. "An Intelligent Agent for a Vacuum
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processing." Editorial board (2013): 152. Last seen 26 Nov 2015
[10] Asghar, Muhammad Z., et al. "Medical opinion lexicon: an incremental model
for mining health reviews." International Journal of Academic Research 6.1 (2014):
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[11] Asghar, Dr, and Muhammad Zubair. "Lexicon based Approach for Sentiment
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[12] Asghar, Dr, et al. "Inheritance Evaluation System using Islamic law." Journal of
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Projects." International Journal of Computer Science and Information Security 9.5
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[18] Asghar MZ, Asghar MJ. Expert System for Online Diagnosis of Red-Eye Diseases.
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Cost Estimation Application. arXiv preprint arXiv:1605.02304. 2016 May 8.
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40
Appendices
Appendix-1 (Block level coding for Screen 1(Menu Screen)

There are Five Buttons, Which are when clicked open another screen, these are

Screen Events

There are two screen events namely (i) Screen Initialization (ii) Screen back pressed

Screen Initialization

Text to speech Component is used which is displayed when screen is initialized

Screen Back Pressed

When back button of device is back pressed the event is evoked and application is
Closed.

41
Appendix-2 (Block level coding for Screen 8 (Training in Addition))

Variable Initialization

Button Events

42
Screen Events

43
Procedures

There is one procedure used namely (i) Sound2

(i) Sound2

Appendix-3(Block level coding of screen 8 Training in Subtraction) Variable

Initialization

44
Button Event

Procedure

45
Appendix-4 (Block level coding for Screen 7 (Training in Multiplication))

Variable Initialization

46
Button Events

Screen Events

47
Procedure

Appendix-5 (Block level Coding for Screen 2(Training in Division)

Variable initialization
Five variables are initialized

48
Screen Events

Two event of screen are used

Back Pressed

Back pressed event is invoked when user press back button of Device, as a result
current Screen will be closed

49
Button event

Submit Button

Procedure

50
Appendix-6 (Block level coding for Screen 10 (Training in Fraction)

Variable Initialization

Button Events

Screen Events

51
Procedures

One sound procedure is used

Appendix-7 (Block level coding for Screen 6 Mixed Quiz)

Variable Initialization

52
53
Button Events

Screen Event

54
Procedure

Three procedures are used namely (i) button selected (ii) newQuestion (iii) endGame

55
Appendix-8 (Block level Coding for Screen 3 (Quiz Addition)

Variable Initialization

Button Events

Button Click

56
57
58
Screen Events

Screen Initialization

Screen back pressed

Appendix-9 (Block level coding for Screen 4 quiz in Subtraction)

59
Variable Initialization

Button Events:

60
Screen Events:

61
Appendix-10 (Block level coding of Screen 9 (Quiz, Multiplication))

Variable initialization:

Button event:

62
Screen Event

63
Appendix-11(Block level coding for Screen 5 Quiz in Division)

Button event:

Screen Events:

64
 5/16/2016 Turnitin Originality Report

< 1% match (Internet from 28-Apr-2010)

http://www.eurocontrol.int/msa/gallery/content/public/documents/AVAL_WA7_09D_v1.3_2.pdf

9
< 1% match (Internet from 27-Jan-2007) http://tera.yonsei.ac.kr/publication/pdf/2003MS-
khlee.pdf

10
< 1% match (Internet from 31-Mar-2015) http://dev-
explore.appinventor.mit.edu/sites/all/files/hourofcode/AppInventorTutorials.pdf

11
< 1% match (publications)
D. G. LEWIS. "THE FACTORIAL NATURE OF ATTAINMENT IN ELEMENTARY SCIENCE",
British Journal of Educational Psychology, 02/1964
12

< 1% match (publications)

Nguyen-Dinh, Long-Van, Cédric Waldburger, Daniel Roggen, and Gerhard Tröster. "Tagging
human activities in video by crowdsourcing", Proceedings of the 3rd ACM conference on
13 International conference on multimedia retrieval - ICMR 13, 2013.

file:///C:/Users/anam/Desktop/Zoni%20thesis/zunaira-thesis-Turnitin%20Originality%20Report.html 2/14