JP2004233751A - Control method for division learning device - Google Patents

Abstract

<P>PROBLEM TO BE SOLVED: To ensure division learning wherein weak points of individual learners are solved. <P>SOLUTION: A problem is selected from a database (300) and displayed in a number arithmetic segment (202) to set the problem (301). A learner inputs a number by using number keys (107) to make a calculation of the set problem of division (302). If an answer is incorrect, a wrong answer buzzer is made to sound (305) and why this specified learner makes the wrong calculation is classified according to previously prepared wrong answer patterns (306) and a problem for training which solves the wrong answer pattern is set to prompt the learner to answer. <P>COPYRIGHT: (C)2004,JPO&NCIPI

Description

[0001]
TECHNICAL FIELD OF THE INVENTION
The present invention generally relates to a learning support device, and more particularly, to a characteristic control method of a device that supports elementary school children's division learning.
[0002]
Problems to be solved by the prior art and the invention
In division, third and fourth graders of elementary school learn. For example, in the curriculum guidelines announced in 1998, for the third grade, "I understand the meaning of the division and can use it. (A) I know about the case where the division is used. Is expressed as an expression, or the expression is read, and the meaning of the remainder is understood. (A) The relationship between division and multiplication or subtraction is understood. (C) The divisor and the quotient are both the first place Regarding the fourth grade, "It is necessary to be able to reliably calculate the division of numbers.""I will deepen my understanding of the division of integers, ensure that the calculation can be performed reliably, and extend my ability to use it properly. ) Consider how to calculate when the divisor is 1 or 2 and the dividend is 2 or 3 and understand that those calculations can be based on basic calculations. Understand how to calculate (B) The calculation of the divisor can be reliably performed and used appropriately. (C) For the divisor, the relationship among the dividend, divisor, quotient and remainder should be examined and summarized in the following formula (dividend). = (Divisor) x (quotient) + (remainder) (d) Investigate the properties that hold for division and use them in thinking about how to calculate and confirming the calculation. "
[0003]
In practice, third graders learn to divide a two-digit number by a one-digit number. This includes, for example, a simple one in which the multiplication table is inverted, such as 27 や 3, and a simple one in which a remainder occurs, such as 35 ÷ 6. In the fourth grade, in addition to this, learn more complicated calculations, such as dividing a two- or three-digit number by one or two-digit numbers, such as 49 ÷ 3 or 378 ÷ 11. In any case, it is necessary to accurately perform a series of operations of estimating a quotient, making a multiplication, and finding a difference at each stage.
[0004]
That is, division requires a division-specific calculation technique of estimating a quotient. In addition to this, a step of multiplying a divisor by a quotient set by prediction and a step of subtracting the result of the multiplication from the dividend And if the quotient has more than one digit, the same operation must be performed at least twice. Thus, division leads to comprehensive calculation practice of all four arithmetic operations in that it involves multiplication and subtraction in the execution of the calculation. Conversely, if you do not understand multiplication and subtraction with certainty, it is impossible to learn only division independently.
[0005]
As for division, the practice of manual calculation using paper and pencil has been encouraged as the most common method of learning, so everyone should have a distant memory of doing or having them practice the calculations. However, especially with respect to the remaining problems, if I solve the divisional calculation problem and match the answers, unfortunately the answer is wrong, but I have a memory that I did not know exactly where I made the mistake Are there any adults? If it is known in advance that it is a divisible problem that does not leave too much, if it is actually calculated and it is not divisible, it is naturally understood that a mistake has been made somewhere. However, due to the nature of the problem that is left, it is not easy to check, and when elementary school students study on their own, they may not be confident that the answer obtained by calculation is the correct answer. Also, even if they are told they are wrong, it is difficult to tell why and where they went wrong.
[0006]
In view of the above situation, the present invention can be easily used when the elementary school student self-study, provides an opportunity to review each step constituting the calculation practice of division as needed, depending on the case, It is an object of the present invention to provide a learning device that imparts a game property and enables fun division learning.
[0007]
[Means for Solving the Problems]
As elementary school teachers and enthusiastic parents with elementary school children are well aware, when elementary school children are not good at dividing, there are many reasons why they are not good at doing so. First of all, it is natural that some elementary school children are not good at calculating division because they have not yet mastered the work that first appeared in the division of estimating a quotient. This is an inherent difficulty in division, and even elementary school students who are learning before addition, who fully understand addition, subtraction, and multiplication, can only predict the quotient in division. It is possible that is still unfamiliar and weak. However, in contrast to this, some elementary school children are stuck in the middle of performing calculations to perform division, for example because the multiplication tables are not good enough or the subtraction practice is not sufficient. In such a case, unless you practice subtraction or multiplication tables, which are the premise of learning division, the computational power of division does not improve.
[0008]
Experienced teachers should be able to understand what kind of problems elementary school students who are not good at dividing and can not calculate well by closely observing closely and can provide appropriate learning guidance . However, not all third and fourth graders are in such an environment. In addition, many elementary school students have the desire to practice calculation with a little more sense of game, apart from the form taught in a teacher-child relationship.
[0009]
Therefore, the inventors of the present invention firstly made it possible for elementary school children to enjoy learning like a game, and more importantly, experienced teachers stuck to each of the elementary school students as if they were dedicated staff. In this patent application, I would like to propose a division learning device that realizes a function of doing a division coach as a tutor. When the division learning device according to the present invention is used, the weak points of elementary school students who are having difficulty in calculating the division are automatically detected, and exercises for eliminating the detected weak points are intensively assigned.
[0010]
In the division learning device according to the present invention, instead of performing manual calculation with a pencil on paper, practice of division calculation is performed using a device having a built-in calculator function. When the division learning device finds a calculation error, it automatically provides the learner with exercises prepared to overcome the cause of the error. That is, from the viewpoint of the learner, for example, if a mistake is made in the middle of performing the division, the user is forced to practice the subtraction, and if the mistake is made, the multiplication practice task is imposed. Further, for each of a plurality of steps constituting the division, it is possible to notify the learner using a voice whether or not the number input by the learner in that step is correct. As described above, by using the division learning device according to the present invention, the learner can also perform division while confirming the correctness of the calculation by voice, and practice for performing accurate calculation is accumulated. Will be done.
[0011]
According to one embodiment of the present invention, an apparatus having a display and input means, including a microprocessor, a first database used in a first mode, and a second database used in a second mode. Is provided. The control method includes the steps of (a) selecting a question from the first database and displaying the question on the display; and (b) determining whether the input answer is correct or incorrect in response to a user input for the displayed question. Determining, and notifying the user of the determined correctness, (c) determining a wrong answer belonging to the same wrong answer pattern among a plurality of wrong answer patterns assumed in advance and stored in the second database; If the number of times has occurred, the mode shifts to a second mode different from the first mode constituted by steps (a) and (b), and is associated with the wrong answer pattern that has occurred the predetermined number of times. Selecting questions stored in the second database and displaying them on the display.
[0012]
In another embodiment, the problem that is selected from the second database and displayed on the display in the second mode is that the same wrong answer pattern is displayed in the first mode and the same number of times as the predetermined number of times. It is a component included in the process of answering the generated problem.
[0013]
In yet another embodiment, the problem displayed in the first mode is division, and the problem displayed in the second mode is multiplication and subtraction, which are components included in the solution process of the division. is there.
[0014]
The present invention can also exist as a computer-readable storage medium storing a program configured by instructions for implementing the method including the steps (a) to (c) described above. Furthermore, the present invention can also exist as a program itself constituted by instructions for implementing the method including the steps (a) to (c) described above.
[0015]
DESCRIPTION OF THE PREFERRED EMBODIMENTS
FIG. 1 shows the whole of a division learning device 101 according to the present invention. There is a display unit at the center, and various buttons and keys are arranged on the left and right sides. The power button 102 is a button for turning on / off the power. When the power is off, pressing the power button 102 turns on the power. When the power button 102 is pressed when the power is turned on, the power is turned off regardless of the state at that time. The function button 103 is a button for moving a mode (described later). The OK button 104 is a button for confirming selection or input, or moving to the next screen. The return button 105 is a button for deleting one character or moving to the previous screen. More specifically, in the case of a menu screen, the display returns to the previous menu. On the screen during learning, the character at the cursor position that has already been input is deleted. If it is pressed in an undetermined state, it will move to the left one position. If it is pressed while the cursor position is blinking, it will move to the left one position. The audio button 106 is a button for switching between sounding / not sounding. If the button is pressed while the sound is sounding, instead of immediately disabling and silencing the sound, the sound will continue to the end and produce an effect at the end of the internal operation, and the segment display will be displayed when the sound ends. It is turned on / off. The number keys 107 are used for inputting numbers on the screen during learning. The left, right, up and down keys 108 are used for selecting a cursor (left and right keys) for an input position on the screen during learning, and for selecting an option in a menu or the like (up and down keys). The reset button 109 is a button for returning the state of the RAM to the factory default.
[0016]
FIG. 2 shows each segment on the central display screen. The function segment 201 is used to select a menu, and the mode shown in the function segment 201 can be moved by pressing the function button 103, and the OK button 104 is displayed while each mode name is blinking. Press to select the mode. The modes that can be selected include confirmation, challenge, training, battle, fortune-telling, and timer, as shown in FIG.
[0017]
The confirmation mode is the core of the division learning apparatus according to the present invention, in which a practice exercise of division is set for the learner, and the weak point of the learner is detected by monitoring the calculation process. The training (special training) mode provides an opportunity for practicing four arithmetic operations to overcome the weakness of the learner detected in the confirmation mode. When certain conditions are satisfied in the confirmation mode, the mode is automatically shifted to the special training mode, and a setting can be made so that basic training is compulsorily required. The transition time from the confirmation mode to the special training mode may be when a predetermined condition is satisfied or when a series of questions is completed. The challenge mode is a time-limited mode in which, for example, how many questions can be answered in 60 seconds. Scores are given based on accuracy as well as speed. The history of the acquired scores is recorded, and when the highest score so far is updated, the fact is displayed and the learner is notified. In the challenge mode, such a device is added that the learner can enjoy the game feeling. In the battle mode, two learners are alternately provided with a challenge mode to compete for scores. The fortune-telling mode is a mode for performing a game in which a character that switches at a high speed is displayed, and a message is displayed according to a symbol obtained by stopping with the OK button. The timer mode is a mode for performing a countdown of a designated time and a countup timer of a designated time.
[0018]
The numerical operation segment 202 is an area used for learning. In the embodiment shown in FIG. 2, it is possible to display up to a case where a 4-digit number is divided by a 3-digit number at the maximum. The second row shows the divisor on the left and the dividend on the right. The first line shows the quotient. The third and subsequent lines are used for the calculation process of division, various calculation exercises in the special training mode, display in the timer mode, and the like.
[0019]
The character display segment 203 is a portion for displaying a menu, learning navigation, a score, and the like, and uses, for example, a dot matrix.
Next, division learning using the division learning device according to the present invention will be described with reference to the flowchart shown in FIG. The division learning device can be provided with a plurality of modes as shown in the functional segment 201 described above, but the central and essential is a "confirmation mode" in which the learner practices division calculation. And "special training mode" for practicing the four arithmetic operations. In the "confirmation mode", division calculation practice is provided. If the learner makes a mistake in the calculation, the division learning device not only detects the occurrence of an incorrect answer itself, but also determines where the learner has a weak point in advance. Judgment is made based on a plurality of prepared viewpoints. Then, if a wrong answer occurs twice based on the same cause, the system automatically shifts to the “special training mode”, and basic training for overcoming the weakness is provided. This is shown in the flowchart of FIG.
[0020]
First, a question is selected from the question database, and the selected question is displayed on the numerical operation segment 202 of the division learning device 101 to give a question to the learner (step 301). The learner calculates a given division by inputting a number using the number keys 107 (step 302). The division learning device 101 determines whether or not the number input by the learner is correct (step 303). If the answer is correct, a voice such as "ping-pong" is generated (step 304), and if incorrect, a voice such as "buboo" is generated (step 305). Here, the judgment of correctness is made every time the learner inputs one number, and all calculations are wrong, but if the final answer matches by accident, it is OK. Is not adopted. The reason for such an analytical correctness decision is that for a particular learner, to know which components should be strengthened in the overall computation to perform the division, the final This is because it is necessary to individually monitor all the steps that the learner performs (that is, inputs), in addition to determining correctness.
[0021]
If a wrong answer occurs, a wrong answer buzzer sounds (step 305), and the specific learner classifies the cause of the wrong answer according to a plurality of wrong answer patterns prepared in advance. (Step 306) and store it in the database (Step 307). The dotted line from step 307 to the database (DB) indicates that the wrong answer pattern and difficulty when an incorrect answer is made are reflected in the database in which the questions are accumulated. In one embodiment of the present invention, as the predicted wrong answer patterns, (1) when the quotient is wrong, (2) when the multiplication of the quotient and the divisor is wrong, (3) (2) If the subtraction of the result of the multiplication in) from the dividend is incorrect, or (4) if a mistake is made in transcribing a number included in the dividend that is not involved in the previous calculation, (5) There are cases where a wrong number is input and a number is input. The wrong answer patterns (1) to (5) listed here are examples based on the current research, and if you rely on another analytical framework or progress in research in mathematics education, It would be possible to prepare other patterns. This is because the specific wrong answer pattern itself is not a feature of the present invention.
[0022]
The question that the learner made a mistake is stored in a database for each of the wrong answer pattern and the difficulty level (step 307). In this way, when the learner makes an incorrect answer to the question set, the generated incorrect answer pattern is confirmed (step 306), and the incorrect answer history is stored in the database (307), and the flow returns to the original flow. . The mistaken answer history stored in the database is taken into account in the next question (step 301). Next, it is determined whether to end the question (step 308). If the question is to be continued (NO in step 308), the process returns to the beginning of the flowchart in a loop. For example, if the division of the five questions constitutes one unit of the question and the current question is the fifth question, the question is temporarily ended (determination of YES in step 308). However, after confirming the incorrectly answered question (step 309), if a series of incorrect answers belonging to the same incorrect answer pattern is detected (determination of YES in step 310), the process returns to the beginning of the flowchart and returns. By selecting a question belonging to the wrong answer pattern in question from the database and giving the question (step 301), an opportunity to practice calculation for overcoming such a wrong answer is provided. The flowchart of FIG. 3 described above shows a processing procedure when a transition from the confirmation mode to the special training mode occurs when a series of questions is completed.
[0023]
Next, FIG. 4 shows a flowchart in a case where the shift from the confirmation mode to the special training mode occurs immediately when a wrong answer belonging to the same wrong answer pattern occurs for the second time. Steps 400 to 407 in FIG. 4 correspond to steps 300 to 307 in FIG. 3, and the same process proceeds. In FIG. 3, the determination whether to shift to the special training mode is made in step 310 when all the questions in the question unit are completed (YES in step 308). On the other hand, in FIG. 4, when an incorrect answer occurs (judgment of an incorrect answer in step 403), after the incorrect answer pattern is identified (step 406), the incorrect answer belongs to the same incorrect answer pattern for the second time. Is determined (step 408). If it is determined that this is the second time (YES in step 408), the control process of the present invention loops back to the beginning of the flowchart to provide the learner with an opportunity to practice calculation regarding the incorrect answer pattern. (Step 401).
[0024]
The process of FIG. 3 and the process of FIG. 4 determine at what point the transition from the confirmation mode to the special training mode for practicing the calculation for overcoming the weakness of the learner detected in the process of division learning, that is, the basics of division The only difference is when the opportunity to practice calculation of multiplication and subtraction is provided, and the background philosophy is the same. That is, in any case, as described above, a wrong answer pattern of the learner is predicted and prepared in advance, and when a wrong answer due to the predicted cause occurs, such a wrong answer does not recur. The present invention reflects a feature of the present invention that a practice exercise for solving a specific weakness is forcibly applied. This feature of the invention common to the process of FIG. 3 and the process of FIG. 4 is as defined in claim 1 of the claims.
[0025]
FIG. 5 shows a practice exercise to be imposed on a learner who is not good at establishing a quotient. The first example in FIG. 5 is a case where the learner makes a quotient of 3 when the problem of 378 ÷ 11 is given. In the special training mode on how to establish a quotient, as soon as the learner establishes a quotient of 3, the product 33 of the established quotient 3 and the divisor 11 is automatically displayed below 37 and means a correct answer. A ping-pong sound is generated. The learner can see that 33 is smaller than 37 at the same time as listening to the voice, and can know that the quotient he has set up is correct. In the normal confirmation mode, the learner must also input 33, but now I am practicing how to build a quotient, so it is not possible for the learner to perform multiplication of 3 times 11 Instead, priority is given to the fact that the division learning device according to the present invention automatically performs multiplication and immediately notifies that the quotient is correct. Next, from the second example to the fifth example, a problem for training only a quotient method as in the first example is shown. The learner has made a mistake in establishing a quotient on the second, third and fifth problems. It can be designed so that the next problem is imposed as soon as the right or wrong of the established quotient is announced. FIG. 5 shows one example of the special training mode, and other configurations are possible.
[0026]
In the example of FIG. 1, a display screen designed so that a practice of dividing a number of up to four digits by a number of three digits can be practiced is shown. This is a display screen for a fourth grade elementary school student. On the other hand, FIG. 6 shows a display for division learning of a third grader who is another embodiment of the division learning device according to the present invention. According to the curriculum guidelines, in the case of third graders, the dividend is from 0 to 89, the divisor is from 1 to 9, the quotient is from 1 to 9, and the remainder is from 0 to 8. Therefore, a display screen as shown in FIG. 6 is preferable. In the third grade, the calculation method as shown in Fig. 1 (a divisor is written on the left side of the dividend, a quotient is written on the upper side, and a concave curve and a horizontal straight line are written on the left side in the vertical direction between them) Instead, a calculation method as shown in FIG. 6 is used.
[0027]
In the problem of dividing 35 by 6 shown in FIG. 6 (35 図 6), a quotient is set (step 1), and the result of multiplication of the set quotient and the divisor is input below the dividend (step 2). The result obtained by subtracting the multiplication result input in step 2 from the dividend is input to a further lower row (step 3). The result of the subtraction input in step 3 is transcribed to the right of the quotient as a remainder (step 4). The calculation of the division also includes quotient prediction (step 1), multiplication (step 2), subtraction (step 3), and the like. In the case of the second embodiment shown in FIG. 5 as well, correctness is determined each time an input is made in each step, and a calculation exercise for eliminating the cause of the incorrect answer according to the incorrect answer pattern is performed. Is forcibly imposed as in the first embodiment shown in FIG. A plurality of modes already described, such as the special training mode and the battle mode, can be provided in the second embodiment.
[0028]
In any of the embodiments of the present invention, the status of wrong answers 5 minutes before turning off the power is particularly recorded, and the wrong answer example recorded at the next learning is set again, or the power is turned on. Record the time required for answering each question in one study from turning off the power to turning off the power, and re-take the question that required a solution time exceeding a predetermined limit (for example, 1 minute) at the next study. For example, it is possible to set a review function for the learner. Here, 5 minutes and 1 minute are of course examples, and other time settings can be made.
[0029]
【The invention's effect】
As described above, in the division learning device according to the present invention, a weak point is found by individually determining the correctness of each step included in the division calculation, and if the weak point is detected once, the weak point is detected. Basic calculation practice to resolve weak points is forced. In the division learning apparatus according to the present invention, the wrong answer data is accumulated as the one learner uses the question, so that the question corresponding to the wrong answer pattern of the specific learner is made. That is, as learning continues, the questions are customized for that particular learner.
[0030]
In the example shown in the drawings, the division learning device according to the present invention is shown as being realized as hardware such as a stand-alone small game machine.However, as those skilled in the art can easily come up with, for example, Of course, it can be realized as software of a personal computer. In that case, customization for each user becomes possible by inputting a user number and a password at the start of learning. In the battle mode and the like described above, if a communication function of a personal computer is used, it is possible to enjoy the game with a learner at a remote place.
[Brief description of the drawings]
FIG. 1 shows an outline of a first embodiment of a division learning device according to the present invention.
FIG. 2 shows each segment in a central display screen according to the first embodiment of the present invention.
FIG. 3 is a flowchart showing a learning process using the first embodiment of the present invention.
FIG. 4 is a flowchart showing a learning process using the second embodiment of the present invention.
FIG. 5 shows an example of a practice exercise to be imposed on a learner whose weakness is how to establish a quotient in the first and second embodiments of the present invention.
FIG. 6 shows an example of a display screen when the present invention is applied to a handwriting format used by third graders.

Claims (5)

A method for controlling an apparatus including a microprocessor, a first database used in a first mode, and a second database used in a second mode, the apparatus including a display and input means,
(A) selecting a question from the first database and displaying it on the display;
(B) responding to the user's input for the displayed question, determining whether the input answer is correct, and notifying the user of the determined correctness;
(C) when a plurality of wrong answers belonging to the same wrong answer pattern among a plurality of wrong answer patterns assumed in advance and stored in the second database occur a predetermined number of times, the step (a) and the step (B) a mode is shifted to a second mode different from the first mode, and a problem associated with an incorrect answer pattern generated a predetermined number of times and stored in the second database is determined. Selecting and displaying on the display;
A method comprising: 2. The method according to claim 1, wherein the problem selected from the second database and displayed on the display in the second mode is that the same wrong answer pattern is displayed in the first mode for the predetermined number of times. A method characterized in that it is a component included in the process of answering the generated problem. 3. The method of claim 2, wherein the question displayed in the first mode is division, and the question displayed in the second mode is multiplication and subtraction, which are components included in the division solution process. A method characterized in that: A computer-readable storage medium storing a program constituted by instructions for realizing the method according to any one of claims 1 to 3. A program configured by instructions for realizing the method according to any one of claims 1 to 3.

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