DE2263447A1 - MODULAR SYSTEMS I AND II - Google Patents

Description

741 Reutlingen / Württemberg Reichenberger Str. 15 Description of the System thinking kit I and II according to § 3 of the registration requirements for patents of July 30, 1968 The invention relates to a modular thinking kit consisting of two parts I and II of 38 or 40 shape or feature plates of the same thickness.

Part I - like several teaching materials of this type - includes tiles from the 2 alternative sizes "large" and "small".

With the 3 basic forms "triangular" 11 square "circular there is already a significant difference to other types of teaching material, which instead of or in addition to my quadratic square have the third or fourth shape of the rectangular square. Since children, especially those of pre-school age, but also those of the first class, can hardly clearly distinguish between rectangle and square, as can be seen from their often clumsy drawing, the square (as the basic shape and boundary surface of the cube) was consciously preferred to the rectangle.

Figures that are geometrically and topologically related in this way can gain the power of comprehension and aie overtaxing the thinking power of children of this age, and the resulting Attributing the fault to a lack of intelligence when in reality the cause is im Work equipment lies. Mathematically and logically, i.e. in the sense of the axiom systems as well as Postulates to be placed on combinations of psychological characteristics would be if they were present both quadrilateral may be a violation of the uniqueness requirement to see.

With the mentioned restriction to 3 forms there is also another one important advantage connected, namely with regard to the third feature? 1Farbefl. Since the characteristics size, shape and color represent the cardinal numbers 2, 3 and 4 space is created by omitting the pike (as the fourth shape) for the 'Green' missing in the corresponding other boxes as the fourth color, which is expected of children from an aesthetic point of view and for reasons of symmetry seems necessary.

If in a family, a kindergarten group or a school class color-blind children who cannot distinguish between red and green should be found mark the corresponding plates appropriately. The same applies to blue color blindness, which occurs only very rarely.

This makes the question of whether one is so disappearing because of one that is superfluous small number of color-blind children should expect the others, in view of the factual, logical, psychological and pragmatic advantages or no need for a main color, especially "green, to do without. In this context only traffic education is." mentioned, for which the green, red and yellow are indispensable.

The 3 shapes mentioned in 2 sizes, i.e. 6 plates: are represented in 4 main colors: yellow, blue, red, green, which leads to 6.4 = 2.3.4 = 24 tiles.

In order to also use the numbers (cardinal numbers) "5" and 6 are still available in descriptive quantity display type 6 colorless plates included, half large and half small, of course in the three forms that are omitted if necessary or also for special alarm clocks can be used. For themselves as a set of their own they enable representation the number "6" and also the illustration of the number t85 "in the form of the five "colored ducks" if one understands "colorless" as a (white) color. So increased the number of feature tiles is 24 + 6 = 30 pieces. Each of these 30 tiles thus has 3 characteristics: a size, a shape and a color characteristic, e.g. "that small colorless round "(circular) or" the big yellow triangular ".

Who exemplifies new school mathematics with the simplest examples who wants to pursue group theory, here in the colorless feature a grateful one Kind of concrete counterparts to the abstract concept of the "neutral element".

When halving the large shapes from Part I to Part II too come, the square rectangle allows two halves: along a center line the result is 2 rectangular half-squares; along a diagonal result 2 half-square triangles (isosceles -right triangles) that the children must differ from the two half equilateral triangles.

With these halves, the triangles of the blackboard triangles are created somewhat familiar forms. The two semicircular shapes from the halving also meet the children in the conveyor (blackboard protractor).

This creates 8 half-forms in 4 colors each and the colorless tint, which results in a total of 8 times 5 = 40 feature tiles.

The two large and two small "Socratic square doubling bridges (arch) plates" each with half-square triangular inserts are structured on both sides: on the one side is painted green; on the other hand, they are wood-colored and also have an incised classification on this side. Both the latter applies accordingly to the half-square bridge sections matching Triangular inserts too.

These 4 bridge arch tiles allow thousands of design combinations, which the children practically cannot exploit at all. So will hers Imagination and pleasure leave a lot of space for spiritual development. All in Above all, this modular system is a kind of composition of all the forms that are necessary for courses in descriptive set theory, simpler logical ones concept formation, combining propaedeutic geometry and elementary combinatorial Think.

Claims (5)

Claims of the modular system concept I and II According to § 3a of the patent registration regulations of July 30th, 1968 as patentable the following main claims should be made under patent protection: 1. The additional and 5th color characteristic "colorless" (- white.), which in none of the comparable others Teaching material, neither as a hue nor as a color characteristic, exists. Allows a) Optionally, both the representation and illustration of the cardinal numbers 5 or 6 or both together; b) group or set theory a kind of concrete Counterparts to the abstract concept of the neutral element or the empty set c) and does not represent any physical-logical or artistic-aesthetic Contradicts the other 4 basic colors, which are physically white in pairs - colorless. 2. The psychological-logical shape feature "halving" that still in no other teaching material than 2. Two-way feature exists. It enables a) if desired or required another dual feature as a unique and sole of its kind; b) a simultaneous and unique continuation to propaedeutic geometry, and -was in the sense of combining both in the world of numbers and forms; c) via arrangement and composition tasks also deal with topological-geometric problems. 3. The double-sided structured bridge (bagen) plates with semi-square Triangular inserts, a completely new concept in the field of teaching materials represent. They enable a) already in mathematical pre-school education and performing combinatorial-strategic thought processes in first-rate lessons by laying the bridge figures in an almost inexhaustible quantity; b) Solution controls on the part of the students by creating the combination and variation figures in the Table and special matrix methods; c) the concrete rediscovery of the Socratic Square doubling as an original encounter. L e r s e i t e