BG63425B1 - Mosaic game - Google Patents

Abstract

The mosaic game is used for entertainment and training, in particular for building of arithmetical and geometrical notions in children, for the development of abstract thinking and mathematical intuition from youngest age. By playing it natural transition from specific amount of elements to a respective mathematical symbol is formed and conditions are set where the player performing some manipulations with specific amounts of elements accepts the mathematical symbols, and vice versa. The mosaic game consists of a board for arrangement (1) and multiple elements (2) of rectungular form. For each element (2) a cylindrical magnet (4) is built in its middle. The board (1) is on a nonmagnetic base (5) on which a ferromagnetic flat piece (6) is fitted. Elements (2) have eliptically rounded ends (7). The upper and lower base (3' & 3") of elements (2) are of two different colours. One of the halves of the side surfaces (8), (8' & 8", respectively) are coloured in the colour of each of the bases from the one and the other sides of the longitudinal axes of elements (2). The cylindrical inbuilt magnet (4) has magnetization direction perpendicular to the upper and the lower base of elements (2). The colours of bases (3' & 3") correspond to a given magnetic pole. 5 claims, 40 figures

Description

Field of application

The invention relates to a game of mosaic with application for entertainment and training, in particular for the construction of arithmetic and geometric representations in children, the development of abstract thinking and mathematical intuition from a young age.

BACKGROUND OF THE INVENTION

A mosaic game is known, consisting of a stacking board and a plurality of rectangular cross-section elements, each of which is two-layered and has a different color on the upper and lower base. The board is made up of two parts with boards and a hinge between them, in which the box for elements / 1 / is closed.

Another mosaic game is known, consisting of a ferromagnetic stacking board and multiple magnetic elements. The board is made up of two parts with boards and a hinge between them, forming a closed box for the elements / 2 /.

A disadvantage of the famous mosaic games is that they have limited fun application due to the rectangular shape of the elements, which allows the arrangement of only uniform figures. It is not possible to enter summary characteristics of quantities when operating with the same counting and stacking elements. Therefore, the player, when manipulating the elements, can hardly associate them with mathematical symbols.

It is an object of the invention to create a mosaic game in which a natural transition from specific quantities of elements to corresponding mathematical symbols is made and conditions are created in which the player, for example a child, while entertaining and manipulating certain quantities of elements, operates mathematically symbols.

SUMMARY OF THE INVENTION

This task is solved by creating a mosaic game consisting of a ferromagnetic stacking board and multiple magnetic flat identical elements with a rectangular section. The upper and lower base of each element has two different colors. A cylindrical magnet is embedded in the middle of each element, the board is made of a non-magnetic base on which a ferromagnetic plane is fixed. The elements have elliptical rounded edges. The color of each of the two bases of the element is colored respectively by one half of the side surface located on one and the other side of the longitudinal axis of the element. The axis of the cylindrical magnet is perpendicular to the bases, and the magnetic poles are oriented to the upper and lower bases respectively, so that the corresponding pole always corresponds to the corresponding color.

In the mosaic game the elements can be colored in two colors from 2 to 10 colors.

In a mosaic game, the elements may have a color on the side surface other than the colors on the upper or lower base.

In a mosaic game, the elements may have the same color on the side surface as the one on their base.

In the game, the mosaic board may consist of two parts connected by a narrow flexible strip of textile or plastic.

The advantage of the mosaic game is that it has an extended fun and didactic application as it uses a natural transition from a specific amount of elements to a corresponding mathematical symbol and creates conditions under which the player, for example a child, manipulates certain quantities elements, perceives mathematical symbols.

Description of the attached figures

An exemplary embodiment of the mosaic game is shown in the figures where:

Figure 1 shows the arrangement of the stacking board;

Figure 2 shows the construction of a single element; Figure 3 is a section view of one element; FIG. 4 is a construction of a folding stacking board composed of two connected parts; FIG.

Figure 5 to Figure 40 illustrate the possibilities of using the mosaic game.

An exemplary embodiment of the invention

The game mosaic of FIG. 1, 2 and 3 consists of a ferromagnetic stacker 1 and a plurality of magnetic elements 2 having a rectangular cross section. In each element 2, a cylindrical magnet 4 is embedded in the middle, the board 1 is made of a non-magnetic base 5, on which a ferromagnetic plane 6 is fixed, and the elements 2 have ellipsoid ends 7. The upper and lower bases 3 'and 3' of the elements 2 come in two different colors. The color of each base is colored by one half, respectively 8 'and 8' from the side surface 8, respectively, on one side and on the other side of the longitudinal axis of the element 2. The embedded cylindrical magnet 4 is in the direction of magnetization, which is perpendicular to the upper and lower bases of element 2. The colors of the bases 3 'and 3' are uniquely attached to the respective magnetic pole of the magnet 4.

In the game, the mosaic of each of its elements 2 may be colored in two colors from 2 to 10 colors.

In the mosaic game, the elements 2 may have a side surface color 8 that is different from the colors of the upper and lower bases.

In the mosaic game, the elements 2 may have a color on the side surface 8 that is identical to that of one of their bases.

In FIG. 4, the instruction board 1 consists of two parts 1 'and 1' connected by a narrow flexible strip 9 of textile or plastic.

Application of the invention

The game mosaic allows to create a large number of images of objects from the living and inanimate nature through the spatial and color combination of configurations of elements. In FIG. 5 shows an example of ordering a landscape image using two colors. In FIG. 6 shows an arrangement of flowers. Magnetic anchoring enables the fine and small movements to be fine-tuned to both the shapes that adolescents make and the movements of the players themselves, and from there the intellectual subsystems of the brain that connect the visual and motor perceptions developed in this activity.

Preschooling the images of objects, individual colored letters, and then words with the help of the elements in the preschool age allows to connect the movements of the hands with the inner speech and to achieve self-control, which favors the process of literacy. In FIG. 7 shows an example of the Latin alphabet and individual English words, where the vowels and consonants differ in color.

The proportions, elliptical edges 7 of the elements 2, as well as the location and the force of attraction of the magnet 4 are designed to easily form and transform aesthetic, distinct characters, numbers, letters, figures and other planar structures in the two-dimensional space on the ferromagnetic plane 6.

The width of the elements is one-third of their length and the thickness is one-tenth of their length. The stacking of the elements on top of one another results in the formation, due to the magnetic force, of stable blocks of different heights. This is how three-dimensional architectural models can be built. The elements can serve as "bricks" in creating walls, towers, cubes, prisms and other three-dimensional configurations of different colors. In FIG. 8 is an example of layout layout of a ten-storey building block, in FIG. 9 is a three-dimensional structure composed of three blocks. In FIG. 10 shows a five-walled tower. The cylindrical shape of the magnet 4 allows, when placing the elements on top of each other, each subsequent turn a small angle with respect to the ones below, thus forming a spiral structure (Fig. 11). The combination of blocks of different heights makes it possible to arrange step-like structures (Fig. 12).

The mosaic game in constructing mathematical concepts and concepts is the most widely used. Through the game-mosaic it is possible to illustrate the study of arithmetic actions, regularities of geometry and algebra. When properly formed, the digits can be made so that each digit contains the corresponding number of elements. In FIG. Figure 13 shows such standardized figures from digits 1 to 9. Images of digits 1, 2 and 3 are highly stylized, but because of this they have the advantage that they can be found as building blocks in the images of other digits (from 4 to 9). In FIG. 14 shows that by rotating one of the elements of the digit 4 by 180 ° about its longitudinal axis, it changes the color of its visible side and turns the magnitude 4 into a diminutive component and its constituents 1 and 3 respectively into a magnifier and a difference from subtraction. In FIG. 15, the digit 6 when rotating an element and changing its color becomes diminutive, the digit 1 becomes a diminutive, and the digit 5 - as opposed to subtraction. By changing the color of the elements by rotating them around the longitudinal axis, the figure can also become divisible - for example in FIG. 16, the number 6 is divided into two triples, and in FIG. 17 - in three pairs. Similar examples are given with other figures. In FIG. 18, by changing the visible side of a portion of the elements, is represented as consisting of four pairs, and in FIG. 19 the figure 9 is represented as consisting of three parts of three elements. The elements also allow for the ordering of the symbols for arithmetic operations and the characters "greater than" and "less than". The characters are arranged in a color different from the color of the numbers. The collection and subtraction operations are performed with the mosaic as shown in FIG. 20; “greater than” and “less than” relations - in FIG. 21. The division action of FIG. 22 (sloping 8/4 = 2) and the multiplication action (3x2 = 6) in FIG. 23.

In FIG. 24 for the formation of two-digit numbers the formation of volumetric structures is used. By stacking the elements 2 on top of each other, the magnetic induction vectors of the coupled magnets 4 form an axis analogous to the material axis of the classic sack. This magnetic axis can take on a different position in space and is the physical factor for the formation of stable structures that represent both symbolically and real - through a certain number of units of mathematical quantities.

In FIG. 25 shows the numbers 40, 50 and 60, represented by mosaic game elements, which are made up of 4, 5 and 6 blocks containing ten elements, respectively. The higher order digit when representing two-digit numbers in the game is formed in the same way as the digit of single digits, but not of individual elements, but of blocks, each containing ten elements arranged vertically on top of each other by the magnetic axis, thanks to of attraction. In FIG. 24 it can be seen that these three numbers, which in normal writing end with zero, in this example are formed only by the digit of the highest order, since in the game mosaic zero is denoted by a blank space. In FIG. 25 shows the summation of the two-digit numbers 48 and 16. The separate summation of the upper and lower grades is carried out by clearly constructing the figures of the sum, which is carried over to the higher order. To this end, the sum of the elements of the lower-order digits of the two collectables (8 + 4 = 14) should form a new (dark) block of ten elements plus four white elements that will form the lower-order digit. The transfer of a tenth to a senior class is illustrated in the form of a move to the left of the newly formed (dark) block of ten elements, by which the blocks of the senior class of the sum become a total of six.

In FIG. 26 shows the subtraction of the number 15 from the number 44. The number 44 consists of four blocks of ten elements and four more single elements. From these four elements and from one of the blocks, which has the same color, we form the number 14, from which we must subtract 5 elements. This leaves 9 elements that retain the initial color and form the lower order of difference. Out of the other three blocks of the upper order of the reduced subtraction, one block and thus 2 blocks of the higher grades with their initial color, ie. the difference from subtraction is 29.

The unique orientation of the magnetic poles with respect to the upper and lower base colors 3 'and 3' of each element 2 provides a unique color orientation of the element bases in each block (see Figs. 2, 3 and 24). The orientation of the 8 'and 8' lateral surface colors with respect to the magnetic axis ensures, when rotated 180 ° about this axis, that the visible lateral coloring of the blocks changes, and this is essential to illustrate the division of two-digit numbers and fractional actions.

For example, in FIG. 27 shows the division of the number 20 by 4. Half of each of the two blocks of the higher grades rotate about the magnetic axis, changing the color of their visible side, and thus the two tens turn out to be divided into four fives.

In FIG. 28 one block of 6 elements is considered as a unit, i. as a whole composed of 2 + 4 dots respectively, and another such block as 3 + 3 dots depending on the coloration of its respective parts due to the rotation of a certain number of elements about the magnetic axis. The same figure shows that one third, respectively two elements and one half, respectively three elements, form 5 sixes. In this way fractional actions can be illustrated, the total number of elements of the whole being a multiple of the denominators of the fractions.

By rotating around the longitudinal and magnetic axes of the elements, which leads to a change in the color of their visible side, the division of two-digit numbers into single digits can be illustrated, and hence the multiplication of two single-digit numbers. For example, in FIG. 29 shows the division of the number 36 by the number 6. By rotating parts of the blocks around the magnetic axis, the color of their visible side is changed so that each block turns out to be one six and one four. As each four can form two sixths in the lower order, the sixes become 6 in total. In this way the multiplication table can be illustrated.

In FIG. 30 illustrates the possibilities of illustrating the idea of area and volume by arranging the elements in rows, columns, and layers. At the same time, in this way the knowledge of multiplication and division procedures is strengthened and expanded.

In FIG. 31 illustrates the possibilities that the mosaic game gives for learning the action of collecting, for example, in the multi-digit numbers 446 and 475. In this case, digits made of blocks are not used, but only flat numbers for each row, such as the adjacent digits of each the two collectors have different colors. In the case of transfer of a unit in a higher order, the unit is positioned above the numbers of the two collectors of that class and is indicated by its color. In FIG. 32 shows a similar subtraction of the multi-digit numbers 461 and 455, illustrating the subtraction of a unit from an adjacent upper order to allow subtraction in the lower order.

In FIG. 33 shows sections made of elements. Each segment has a length equal to the corresponding number of elements from which it is built. Each segment is named in two letters. In the figure for transparency, the result of segment subtraction and subtraction is indicated by the equation: 5-3 = 2 (TC-TL = LC). These alphanumeric characters are not displayed when the mosaic is actually used.

Since each element of the game has a thickness equal to 0.1 of its length, this makes it possible to form segments of length whose size contains a fractional part. In FIG. 34 shows the summation of segments whose magnitudes contain a fraction of segments: 3.3 + 2.2 = 5.5.

In FIG. 35 shows an introduction to lettering. For this purpose it is shown that 4 boys plus 1 boy make 5 boys. The same figure shows a calculation with two types of boxes - with the inscriptions X and the inscriptions Y, in which the numbers of the two types of boxes are not mixed. With the removal of the outline of the boxes, children begin to count in letters.

In FIG. 36 the game is shown to illustrate the solution of the linear equation by removing the same number of letters or units on both sides of the equations: 5X + 1 = 4X + 6X = 5. These equations and the image of the scales are given for the sake of transparency of the figure, they are not displayed when the mosaic is actually used.

In FIG. 37 with the elements of the game are constructed an equilateral, isosceles and rectangular triangle, as well as a square, which becomes a rhombus by changing the angle that two sides of it.

In FIG. 38 are plots in the coordinate system, and in FIG. 39 sums vectors in the plane by the rule of many angle and parallel.

The possibility of using more colors - from 2 to 10 colors, allows to create paintings with nuanced coloring of water surfaces, clouds, forests and more. (Fig. 40).

The possibility of staining the entire lateral surface with the color of one of the bases is provided in the case where the element is made entirely of transparent colored plastic in one color and one of the two bases is covered with colored foil in another color. Thus, the elements become more attractive and at the same time retain their primary functional purpose in the mathematics training discussed above.

To this end, there is also the possibility of coloring the side surface of the elements in a color different from that of the two bases (for example, white or black), thus providing better contrast between the elements when stacked on blocks.

The board 1 may consist of one or two parts D and 1 "forming in a dissolved position twice the playing area and connected with a flexible strip 9 which is sufficiently narrow so that the gap between the two parts of the board 1 does not prevent magnetic elements are retained by the plane. Thanks to the tape 9, the board 1 can be folded down and folded (not shown in the figures). The use of a composite board of two boards connected by a flexible strip extends twice the area of the playing field - FIG. 4, and makes it possible to arrange more complex shapes.

The strength of the magnets 4 is large enough for the mutual attraction of the elements 2 between them and the automatic formation of blocks of ten or more elements 2 as they are collected together with both hands. The force of attraction of the magnets 4 is so read that a slight tangential force of the arm is sufficient to separate each element 2 from the others in the block in order to be arranged to a particular configuration on the board 1, or by dragging the ones on the board side its elements until they are dropped from the board 1, to free up the work surface for a new configuration. Thus, when the player holds in one hand a block of the same color combination elements 2, this block serves as a "writing device" for that color combination. This allows the player with the other hand to remove the elements 2 one by one from the block and easily arrange them on the board at their discretion.

Thus, the mosaic game, on the one hand by the specific construction, shape, size and coloring of the elements and, on the other hand, by their uniformity, enables the elements to be connected by arrangement on movable axes coinciding with the vectors of magnetic induction, and form blocks and configurations with different orientations in the space of representation of numbers, letters, mathematical signs and relations, two-dimensional and three-dimensional geometric structures and other learning objects. Not only do the numbers and numbers represent, symbolize, but also actually contain in their structure the corresponding quantity of units in the form of elements 2. By rotating the elements around the longitudinal and about the magnetic axis, it is possible to carry out both the symbolic and the real quantitative operation with them. As a result, adolescents, especially at an early age, can easily understand and use mathematical symbols, work with an increasingly complex set of symbols, and achieve deeply intuitive linking of symbols to their content and properties.

Claims (5)

1. A mosaic game consisting of a ferromagnetic stacking board and a plurality of rectangular-shaped magnetic flat elements, the bases of the elements having two different colors, characterized in that in each element (2) there is a magnet ( 4), the board (1) being of a non-magnetic base (5), on which a ferromagnetic plane (6) is fixed, and the elements (2) have ellipsoidal edges (7), with the color of each of the bases (3) 'and 3') is colored one half from the side surface, respectively (8 'and 8') on both sides of the the elongation axis of the element (2), and the embedded magnet (4) has a magnetization direction perpendicular to the upper and lower bases of the element (2), with the colors of the two bases (3 'and 3') corresponding to a given magnetic pole of the magnet (4). 2. A mosaic game according to claim 1, characterized in that each of its elements (2) is colored in two colors from 2 to 10 colors. Playing mosaic according to claim 1, characterized in that some of the elements (2) have a color of the lateral surface (8) which is different from the colors of the upper and lower bases (3 'and 3'). Mosaic game according to claim 1, characterized in that some of the elements (2) have a color on the side surface (8) which is identical to that of one of their bases. Playing mosaic according to claim 1, characterized in that the board 1 consists of two parts (D and 1 ”) connected by a narrow flexible strip (9) of textile or plastic.