JP2012018213A

JP2012018213A - Arithmetic training tool

Info

Publication number: JP2012018213A
Application number: JP2010153829A
Authority: JP
Inventors: Takaaki Mishima; 孝明三島
Original assignee: KOBUNSHOIN CO Ltd
Current assignee: KOBUNSHOIN CO Ltd
Priority date: 2010-07-06
Filing date: 2010-07-06
Publication date: 2012-01-26
Anticipated expiration: 2030-07-06
Also published as: JP4637274B1

Abstract

PROBLEM TO BE SOLVED: To provide an arithmetic training tool which is easy for children to handle and which facilitates understanding of calculation.SOLUTION: An arithmetic training tool comprises two block trays 20a, 20b in each of which there is formed a block storage space 26 whose three sides are surrounded by a rectangle bottom surface part 22, side walls 24 vertically provided in both marginal parts in a longitudinal direction of the bottom part 22, and an end wall 25 vertically provided on one end edge E1 in the longitudinal direction of the bottom part 22, with the other end edge E2 open, and whose upper surface side is open. The two block trays 20a, 20b can be arranged selectively in either a parallel form P of being positioned in parallel, with the one end edge E1 and the other end edge E2 directed in a same direction in the longitudinal direction, or a series form L of being positioned linearly, with the other end edges E2 facing each other in the longitudinal direction.

Description

本考案は、小学校低学年の児童を対象として、数の数え方や加減算の基礎を学習する際に使用する算数教習具に関する。 The present invention relates to a mathematical learning tool used for learning the basics of counting and adding / subtracting for elementary school children.

小学低学年の児童は、算数の時間に数の数え方や足し算、引き算の基礎を学習する。この基礎学習の際に、児童の理解を容易にするための教材として算数教習具が使用される場合がある。この種の従来の算数教習具としては、特許文献１に示すものが開示されている。この算数教習具は、それぞれ長さが一定のブロック部材と、このブロック部材が直列に１０個並べられる溝が隣接して並列に２本設けられたブロック皿とから構成されている。 Elementary school children learn the basics of counting, adding and subtracting numbers in arithmetic time. In this basic learning, an arithmetic learning tool may be used as a teaching material for facilitating the understanding of the child. As this type of conventional arithmetic learning tool, the one shown in Patent Document 1 is disclosed. This arithmetic learning tool is composed of a block member having a fixed length and a block plate in which two grooves in which ten block members are arranged in series are adjacent and provided in parallel.

上記構成において、足し算や引き算を学習する際に、溝内に所定数のブロック部材を配置し、スライドさせたり、溝から取出したりと、具体物を扱い、数えることで、児童が数をイメージし易く、理解を深めるための補助具として用いられている。 In the above configuration, when learning addition and subtraction, a predetermined number of block members are placed in the groove, and they are slid and taken out of the groove. It is easy and is used as an auxiliary tool to deepen understanding.

特開２００９−４２６２３号公報JP 2009-42623 A

しかしながら、前記従来の算数教習具では、２つの溝に分かれたブロック部材を一方の溝から他方の溝へ移動させる際に、ブロック部材を一方の溝から取出して、他方の溝へ嵌め込まなければならない。このような動作は、まだ手元がおぼつかない児童にとって、容易な動作ではなく、ブロック皿からブロック部材がこぼれ落ちる等によって、授業進行の妨げとなるおそれがあった。 However, in the conventional arithmetic learning tool, when the block member divided into two grooves is moved from one groove to the other groove, the block member must be taken out from one groove and fitted into the other groove. . Such an operation is not easy for a child who has not yet grasped the hand, and there is a possibility that the block progress may be hindered by a block member spilling from the block plate.

また、引き算の場合、ブロック部材をスライドさせるだけでは、引いた数のブロック部材が溝内に残っているため、学習する児童にとって、どれが答えとなるまとまりなのか、引いた数のまとまりなのかが分かりづらく、混乱するおそれがあった。 In addition, in the case of subtraction, simply by sliding the block member, the number of block members that have been subtracted remains in the groove, so for the students to learn, which is the group of answers or the number of subtracted units? It was difficult to understand and there was a risk of confusion.

そこで、本発明は、上記課題を解決すべくなされたものであり、児童にとって扱いが容易で、計算の理解がし易い算数教習具を提供することを目的とする。 Therefore, the present invention has been made to solve the above-described problems, and an object of the present invention is to provide a mathematical learning tool that is easy for children to understand and easy to understand.

上記目的を達成する請求項１の発明は、長方形の底面部と、該底面部の長手方向に沿った両縁部に立設された側壁と、該底面部の長手方向の一端縁に立設された端壁とによって他端縁が開放されつつ、三方が囲まれ、上面側が開口したブロック収容室が形成されたブロック皿を２つ備え、これら２つのブロック皿が、長手方向に沿って一端縁と他端縁とが同じ向きに並列に位置する並列形態、または長手方向に沿って一端縁同士が突合わせられた状態で直線状に位置する直列形態のどちらかに選択的に配置可能であることを特徴としている。 The invention according to claim 1, which achieves the above object, has a rectangular bottom surface portion, side walls erected at both edges along the longitudinal direction of the bottom surface portion, and erected at one end edge of the bottom surface portion in the longitudinal direction. The two end plates are provided with two block plates each having a block housing chamber that is surrounded on three sides and opened on the upper surface side, with the other end edge being opened by the formed end wall. Can be selectively placed in either a parallel configuration where the edges and the other end are positioned in parallel in the same direction, or a serial configuration in which the one ends are abutted along the longitudinal direction. It is characterized by being.

請求項２の発明は、請求項１に記載の算数教習具において、前記２つのブロック皿の両一端縁がヒンジ構造によって連結され、該ヒンジ構造部分で折曲げた状態では、前記並列形態となり、該ヒンジ構造部分を伸ばした状態では、前記直列形態となることを特徴としている。 The invention according to claim 2 is the arithmetic learning tool according to claim 1, wherein both end edges of the two block dishes are connected by a hinge structure, and in the state where the hinge structure part is bent, the parallel form is formed. In the state where the hinge structure portion is extended, the series configuration is adopted.

請求項３の発明は、請求項２に記載の算数教習具において、前記ヒンジ構造は、並列形態状態で、隣合う両側壁の他端縁に配置され、一方のブロック皿の他端縁から張出す一対の一側ヒンジ腕部と、他方のブロック皿の他端縁から張出し、該一側ヒンジ腕部間に配置される他側ヒンジ腕部と、該一側ヒンジ腕部の対向する面のそれぞれか、あるいは該他側ヒンジ腕部の表面と裏面のそれぞれのどちらか一方に截頭円錐形形状を有する回動突起と、当該他方に略すり鉢形状を有する回動凹部とを備え、これら回動突起と回動凹部とが回動可能に係合することを特徴としている。 According to a third aspect of the present invention, in the arithmetic learning tool according to the second aspect, the hinge structure is arranged at the other end edge of both side walls adjacent to each other in a side-by-side configuration, and is stretched from the other end edge of one block plate. A pair of one-side hinge arm portions to be extended, an other-side hinge arm portion that projects from the other end edge of the other block plate, and is disposed between the one-side hinge arm portions; Each or each of the front and back surfaces of the other side hinge arm is provided with a rotating projection having a frustoconical shape and a rotating recess having a substantially mortar shape on the other side. The moving projection and the rotating recess are engaged with each other so as to be rotatable.

請求項４の発明は、請求項１〜請求項３のいずれか１項に記載の算数教習具において、前記並列形態状態で、隣合う側壁の対向する外側面に配置され、一方の外側面と他方の外側面とが着脱可能な並列保持手段を備えたことを特徴としている。 According to a fourth aspect of the present invention, in the arithmetic learning tool according to any one of the first to third aspects, in the parallel form state, the arithmetic learning tool is disposed on an outer surface facing an adjacent side wall, It is characterized by comprising parallel holding means that can be attached to and detached from the other outer surface.

請求項５の発明は、請求項４に記載の算数教習具において、前記並列保持手段は、前記外側面のそれぞれに配設される磁石からなることを特徴としている。 According to a fifth aspect of the present invention, in the arithmetic learning tool according to the fourth aspect, the parallel holding means is composed of a magnet disposed on each of the outer surfaces.

請求項６の発明は、請求項４に記載の算数教習具において、前記並列保持手段は、一方の外側面から突設する並列挿入片と、他方の外側面に該並列挿入片と係脱可能な並列挿入穴とからなることを特徴としている。 According to a sixth aspect of the present invention, in the arithmetic learning tool according to the fourth aspect, the parallel holding means can be engaged with and disengaged from the parallel insertion piece protruding from one outer surface and the parallel insertion piece on the other outer surface. It is characterized by comprising parallel parallel insertion holes.

請求項７の発明は、請求項１〜請求項６のいずれか１項に記載の算数教習具において、直列形態状態で対向する両他端縁の端面に配置され、一方の端面から突設する直列挿入片と、他方の端面に該直列挿入片と係脱可能な直列挿入穴とからなる直列保持手段を備えたことを特徴としている。 Invention of Claim 7 is arrange | positioned in the arithmetic learning tool of any one of Claims 1-6, and is arrange | positioned in the end surface of both the other end edges which oppose in a serial form state, and protrudes from one end surface It is characterized in that a series holding means comprising a series insertion piece and a series insertion hole which can be engaged with and disengaged from the series insertion piece on the other end face is provided.

請求項８の発明は、請求項１〜請求項７のいずれか１項に記載の算数教習具において、前記ブロック皿の前記他端縁に、前記底面部側が傾斜面となるように該他端縁に沿って立設され、且つ前記側壁よりも高さが低く設定された段部を備えたことを特徴としている。 The invention according to claim 8 is the arithmetic learning tool according to any one of claims 1 to 7, wherein the other end of the block dish is formed such that the bottom surface side is an inclined surface. It is characterized by comprising a step portion that is erected along the edge and has a height set lower than the side wall.

請求項１の発明によれば、２つのブロック皿を、並列形態と直列形態のどちらかに選択的に配置できることで、各ブロック皿に分かれたブロック部材を一方のブロック皿にまとめる際（加法の計算）には、２つのブロック皿を直列形態に設定し、２つのブロック収容室を連結することで、ブロック部材がブロック収容室内をスライドして、一方のブロック皿に移動することができる。 According to the first aspect of the present invention, the two block dishes can be selectively arranged in either the parallel form or the serial form, so that when the block members divided into the block dishes are combined into one block dish (additive method) In the calculation), two block dishes are set in a serial form, and the two block storage chambers are connected, so that the block member can slide in the block storage chamber and move to one block tray.

また、ブロック皿からブロック部材を取除く際（減法の計算）には、２つのブロック皿を並列形態に設定することで、ブロック収容室の他端縁が開放され、ブロック部材を他端縁側へスライドさせるだけで、取除くことができる。これにより、児童にとってブロック部材の取扱いが簡素化され、落とす等で扱う際に発生するガチャガチャ音を軽減し、授業を円滑に進めることができる。 When removing the block member from the block plate (calculation of subtraction), by setting the two block plates in a parallel configuration, the other end edge of the block storage chamber is opened and the block member is moved to the other end side. Simply slide to remove. This simplifies the handling of the block member for the child, reduces the mess sound that occurs when handling it by dropping it, etc., and allows the class to proceed smoothly.

さらに、並列形態では減法、直列形態では加法というように、形態が変化することで、児童が計算の心構えや準備ができるため、整理し易い。 Furthermore, the change of the form, such as subtraction in the parallel form and addition in the serial form, allows the child to prepare and prepare for the calculation, so it is easy to organize.

請求項２の発明によれば、請求項１の発明の効果に加え、２つのブロック皿の両一端縁がヒンジ構造によって連結されたことによって、手元がおぼつかない児童にも、並列形態と直列形態との切替えが１動作で容易に行えるため、児童が集中力を削がれることなく、理解を深め、他の児童に説明ができるようになるとともに、教師が授業を円滑に進めることができる。 According to the invention of claim 2, in addition to the effect of the invention of claim 1, both end edges of the two block dishes are connected by a hinge structure, so that even a child who does not have a rough hand can have a parallel configuration and a serial configuration. Can be easily switched in one operation, so that the student can deepen their understanding and explain to other children without losing their concentration, and the teacher can smoothly advance the lesson.

請求項３の発明によれば、請求項２の発明の効果に加え、ヒンジ構造に過大な力が掛かった際に、ヒンジ構造が破損せずに、ヒンジ腕部から突起受部が脱落し、再度組立てられるため、手元がおぼつかない児童が、操作中に教材を破壊してしまうことがない。 According to the invention of claim 3, in addition to the effect of the invention of claim 2, when an excessive force is applied to the hinge structure, the projection receiving part falls off from the hinge arm part without damaging the hinge structure, Because it is reassembled, children who do not have a rough hand do not destroy the teaching materials during operation.

請求項４の発明によれば、請求項１〜３の発明の効果に加え、並列保持手段によって並列形態状態に仮保持されることで、ブロック皿の配置が不用意に変わらないようにすることができるので、児童が計算作業に集中することができる。 According to the invention of claim 4, in addition to the effects of the inventions of claims 1 to 3, the arrangement of the block dishes is not changed carelessly by being temporarily held in the parallel form by the parallel holding means. Can concentrate on the calculation work.

請求項５、請求項６の発明によれば、請求項４と同様の作用効果が得られる。 According to the fifth and sixth aspects of the invention, the same effect as that of the fourth aspect can be obtained.

請求項７の発明によれば、請求項１〜６の発明の効果に加え、直列保持手段によって直列形態状態に仮保持されることで、ブロック皿の配置が不用意に変わらないようにすることができるので、児童が計算作業に集中することができる。 According to the invention of claim 7, in addition to the effects of the inventions of claims 1 to 6, the arrangement of the block dishes is prevented from being inadvertently changed by being temporarily held in series by the series holding means. Can concentrate on the calculation work.

請求項８の発明によれば、請求項１〜７の発明の効果に加え、ブロック皿の他端縁に段部を設けることで、直列形態状態で一方のブロック皿から他方のブロック皿へブロック部材をスライドさせる際に、ブロック部材が段部を乗越えるため、指の感覚と発生する音とで、ブロック皿毎のまとまりを意識することができる。 According to the invention of claim 8, in addition to the effects of the inventions of claims 1 to 7, a block is provided from the one block dish to the other block dish in the serial configuration by providing a step at the other end of the block dish. When the member is slid, the block member gets over the stepped portion, so that it is possible to recognize the unity for each block dish with the sense of fingers and the generated sound.

本発明の第１実施形態を示し、算数教習具の並列形態を示す分解斜視図である。It is a disassembled perspective view which shows 1st Embodiment of this invention and shows the parallel form of a mathematical learning tool. 本発明の第１実施形態を示し、算数教習具本体の直列形態を示す斜視図である。It is a perspective view which shows 1st Embodiment of this invention and shows the serial form of the arithmetic learning tool main body. 本発明の第２実施形態を示し、算数教習具の並列形態を示す分解斜視図である。It is a disassembled perspective view which shows 2nd Embodiment of this invention and shows the parallel form of a mathematical learning tool. 本発明の第２実施形態を示し、算数教習具本体の直列形態を示す斜視図である。It is a perspective view which shows 2nd Embodiment of this invention and shows the serial form of the arithmetic learning tool main body. 本発明の第２実施形態を示し、ブロック皿の並列形態を示す平面図である。It is a top view which shows 2nd Embodiment of this invention and shows the parallel form of a block plate. 本発明の第２実施形態を示し、ブロック皿の直列形態を示す平面図である。It is a top view which shows 2nd Embodiment of this invention and shows the serial form of a block plate. 本発明の第２実施形態の並列形態におけるヒンジ構造を示し、図５のVII−VII線に沿った要部断面図である。It is principal part sectional drawing which showed the hinge structure in the parallel form of 2nd Embodiment of this invention, and followed the VII-VII line of FIG. 本発明の第２実施形態を示し、他側ヒンジ腕部の要部拡大図で、（ａ）は平面図、（ｂ）は側面図である。The 2nd Embodiment of this invention is shown and it is the principal part enlarged view of an other side hinge arm part, (a) is a top view, (b) is a side view. 本発明の第２実施形態の並列形態におけるヒンジ構造を示し、図５のIX部の要部拡大図である。It is a principal part enlarged view of the IX section of Drawing 5, showing the hinge structure in the parallel form of the 2nd embodiment of the present invention. 本発明の第２実施形態の直列形態におけるヒンジ構造を示し、図６のX部の要部拡大図である。The hinge structure in the serial form of 2nd Embodiment of this invention is shown, and it is the principal part enlarged view of the X section of FIG. 本発明の第２実施形態の並列係脱部の並列形態仮保持状態を示し、図５のXI部の要部拡大図である。FIG. 7 is an enlarged view of a main part of the XI part of FIG. 5, showing a parallel form temporary holding state of the parallel engaging / disengaging part of the second embodiment of the present invention. 本発明の第２実施形態の直列保持手段の直列形態仮保持状態を示し、図６のXII部の要部拡大図である。FIG. 7 is an enlarged view of a main part of the XII part of FIG. 6, showing a serial form temporary holding state of the serial holding means of the second embodiment of the present invention. 本発明の一実施形態を示し、一使用方法（いくつといくつ）を示す模式図で、（ａ）は初期状態、（ｂ）、（ｃ）は操作後を示している。BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic diagram showing an embodiment of the present invention, showing one usage method (how many and how many), where (a) shows an initial state, and (b) and (c) show after operation. 本発明の一実施形態を示し、一使用方法（繰り上がりのある足し算）を示す模式図で、（ａ）は初期状態、（ｂ）、（ｃ）は操作後を示している。BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic diagram showing an embodiment of the present invention and showing one method of use (addition with carry), where (a) shows an initial state, and (b) and (c) show after operation. 本発明の一実施形態を示し、一使用方法（繰り下がりのある引き算の一例）を示す模式図で、（ａ）は初期状態、（ｂ）〜（ｄ）は操作途中、（ｅ）は操作後を示している。BRIEF DESCRIPTION OF THE DRAWINGS It is a schematic diagram which shows one Embodiment of this invention, and shows one usage method (an example of subtraction with a carry-down), (a) is an initial state, (b)-(d) is in the middle of operation, (e) is operation. Shows the back. 本発明の一実施形態を示し、一使用方法（繰り下がりのある引き算のその他の例）を示す模式図で、（ａ）は初期状態、（ｂ）は操作後を示している。1A and 1B are schematic diagrams illustrating an embodiment of the present invention and one method of use (another example of subtraction with carry-down), where (a) illustrates an initial state and (b) illustrates an after operation. 本発明の一実施形態を示し、一使用方法（３つの数の足し算）を示す模式図で、（ａ）は初期状態、（ｂ）は操作途中、（ｃ）は操作後を示している。BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic diagram showing an embodiment of the present invention, showing a method of use (addition of three numbers), where (a) shows an initial state, (b) shows an operation in progress, and (c) shows an after operation. 本発明の一実施形態を示し、一使用方法（３つの数の引き算の第１例）を示す模式図で、（ａ）は初期状態、（ｂ）は操作途中を示している。BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic diagram showing an embodiment of the present invention and showing one method of use (first example of subtraction of three numbers), where (a) shows an initial state and (b) shows an operation in progress. 本発明の一実施形態を示し、一使用方法（３つの数の引き算の第２例）を示す模式図で、（ａ）は操作途中、（ｂ）は操作後を示している。BRIEF DESCRIPTION OF THE DRAWINGS FIG. 1 is a schematic diagram showing an embodiment of the present invention and showing one method of use (second example of subtraction of three numbers), where (a) shows a state during operation and (b) shows a state after operation. 本発明の一実施形態を示し、一使用方法（３つの数の引き算の第３例）を示す模式図で、（ａ）は操作途中、（ｂ）は操作後を示している。1A and 1B are schematic diagrams illustrating an embodiment of the present invention and a method of use (a third example of subtraction of three numbers), where FIG.

以下、本発明の第１実施形態を図面に基づいて説明する。本実施形態の算数教習具１は、図１、図２に示すように、ブロック部材１０と本体２０とで構成されている。 DESCRIPTION OF EXEMPLARY EMBODIMENTS Hereinafter, a first embodiment of the invention will be described with reference to the drawings. The arithmetic learning tool 1 of this embodiment is comprised by the block member 10 and the main body 20 as shown in FIG. 1, FIG.

ブロック部材１０は、平面視略正方形のブロック形状を備え、同一な形状、寸法、色の物が２０個用意されている。また、ブロック部材１０内部には磁石が配設されている。 The block member 10 has a substantially square block shape in plan view, and 20 pieces having the same shape, size, and color are prepared. A magnet is disposed inside the block member 10.

本体２０は、ヒンジ構造２１で回動可能に連結された第１ブロック皿２０ａ（一方のブロック皿）と第２ブロック皿２０ｂ（他方のブロック皿）で構成されている。両ブロック皿２０ａ，２０ｂは、ともに長方形の底面部２２を備えている。底面部２２の長手方向に沿った両縁部には、側壁２４が立設されるとともに、底面部２２の長手方向の一端縁Ｅ１に、側壁２４と同じ高さに設定された端壁２５が立設されている。これによって他端縁Ｅ２が開放されつつ、三方が囲まれ、上面側が開口するブロック収容室２６が形成されている。底面部２２は、短手方向にブロック部材１０の正方形一辺分（ブロック部材１個分）の寸法を備え、長手方向に沿ってブロック部材１０個分の寸法を備え、磁性材である鉄板２２ａが敷詰められている。鉄板２２ａの表面には、ブロック部材１個分の間隔を空けて仕切線２３が描かれている。ブロック部材１０を底面部２２に置いた際に、鉄板２２ａにブロック部材１０内の磁石が吸着する。これにより、１０個のブロック部材１０が底面部２２上に一列に保持される。 The main body 20 is composed of a first block plate 20a (one block plate) and a second block plate 20b (the other block plate) that are rotatably connected by a hinge structure 21. Both block plates 20a and 20b are each provided with a rectangular bottom surface portion 22. Side walls 24 are erected on both edges along the longitudinal direction of the bottom surface portion 22, and end walls 25 set at the same height as the side walls 24 are disposed on one end edge E 1 of the bottom surface portion 22 in the longitudinal direction. It is erected. As a result, the other end edge E2 is opened, and a block housing chamber 26 is formed which is surrounded on three sides and opened on the upper surface side. The bottom surface portion 22 has a dimension of one square side of the block member 10 (one block member) in the short direction, has a dimension of 10 block members along the longitudinal direction, and an iron plate 22a, which is a magnetic material, is provided. Laid down. A partition line 23 is drawn on the surface of the iron plate 22a with an interval corresponding to one block member. When the block member 10 is placed on the bottom surface portion 22, the magnet in the block member 10 is attracted to the iron plate 22a. Accordingly, the ten block members 10 are held in a row on the bottom surface portion 22.

両ブロック皿２０ａ，２０ｂの各ブロック収容室２６が開放される他端縁Ｅ２には、ヒンジ構造２１が設けられている。ヒンジ構造２１は、両ブロック皿２０ａ，２０ｂの他端縁Ｅ２にそれぞれ延設される同一半径の円盤状のヒンジ板２７と、両ヒンジ板２７の中心を一致させつつ重ねた状態で、この中心を貫通するヒンジピン２８とで構成され、このヒンジピン２８を中心にして、両ブロック皿２０ａ，２０ｂが回転可能に連結されている。 A hinge structure 21 is provided at the other end edge E2 where the block accommodating chambers 26 of both block plates 20a and 20b are opened. The hinge structure 21 has a disc-shaped hinge plate 27 having the same radius and extending to the other end edge E2 of both block plates 20a and 20b, and the center of both hinge plates 27 being overlapped with each other. The block plates 20a and 20b are rotatably connected around the hinge pin 28.

このようなヒンジ構造２１によって、ヒンジ構造２１部分で折曲げた状態では、長手方向に沿って一端縁Ｅ１と他端縁Ｅ２とが同じ向きに並列に位置する並列形態Ｐとなり、他端縁Ｅ２からブロック収容室２６にブロック部材１０を出し入れすることができる。また、ヒンジ構造２１部分を伸ばした状態では、長手方向に沿って他端縁Ｅ２同士を隙間無く突合わせた状態で直線状に位置する直列形態Ｌとなり、ブロック収容室２６が側壁２４と端壁２５とで四方を囲まれるので、ブロック収容室２６内に収容されたブロック部材１０をブロック収容室２６からこぼすことなく、長手方向に沿ってスライドさせることができる。 When the hinge structure 21 is bent at the hinge structure 21 portion, the one end edge E1 and the other end edge E2 are arranged in parallel in the same direction along the longitudinal direction, and the other end edge E2 is formed. Thus, the block member 10 can be taken in and out of the block accommodating chamber 26. Further, in the state where the hinge structure 21 portion is extended, it becomes a serial form L which is located in a straight line in a state where the other end edges E2 are abutted with each other without any gap along the longitudinal direction, and the block accommodating chamber 26 has the side wall 24 and the end wall. 25, the block member 10 accommodated in the block accommodating chamber 26 can be slid along the longitudinal direction without spilling from the block accommodating chamber 26.

次に、第２実施形態について、図面に基づいて説明する。上記第１実施形態と同様の構成については、同一の符号を付し、詳細な説明は省略する。本実施形態と上記第１実施形態との構成で大きく異なる点は、底面部２２の他端縁Ｅ２側縁部に段部２９が設けられている点、ヒンジ構造の構成が異なる点、並列形態Ｐと直列形態Ｌの各形態を保持する仮接合手段を備えている点である。 Next, 2nd Embodiment is described based on drawing. The same components as those in the first embodiment are denoted by the same reference numerals, and detailed description thereof is omitted. The major difference between the present embodiment and the first embodiment is that the bottom portion 22 is provided with a step 29 on the other end edge E2 side edge, the configuration of the hinge structure is different, and the parallel configuration. It is the point provided with the temporary joining means holding each form of P and the serial form L.

段部２９は、図３，図４に示すように、底面部２２の他端縁Ｅ２側縁部に、底面部２２側が傾斜面２９ａとなるように縁部に沿って立設される断面略直角三角形形状の突起である。段部２９の高さは、端壁２５および側壁２４の高さの１／３程度に設定されている。このような構成によって、ブロック部材１０が段部２９の傾斜面２９ａに当接して、ブロック部材１０がブロック皿２０ａ，２０ｂから不用意にこぼれ落ちることを防止しつつ、ブロック部材１０をスライドさせた際には、段部２９を乗越え易いように設定されている。 As shown in FIGS. 3 and 4, the stepped portion 29 is provided on the other end edge E <b> 2 side edge portion of the bottom surface portion 22, and has a cross-section that is erected along the edge portion so that the bottom surface portion 22 side becomes the inclined surface 29 a. It is a right triangle shaped protrusion. The height of the stepped portion 29 is set to about 1/3 of the height of the end wall 25 and the side wall 24. With such a configuration, the block member 10 abuts against the inclined surface 29a of the stepped portion 29, and the block member 10 is slid while preventing the block member 10 from being accidentally spilled from the block dishes 20a and 20b. At this time, it is set so as to easily get over the stepped portion 29.

本実施形態のヒンジ構造５１は、図７に示すように、ヒンジピンを使用せずに円形の凹凸を係合させることで、回動自在としている。つまり、第１ブロック皿２０ａの側壁２４の他端縁Ｅ２から張出した一対の第１ヒンジ腕部５２と、第２ブロック皿２０ｂの側壁２４の他端縁Ｅ２から張出し、第１ヒンジ腕部５２間に配置される第２ヒンジ腕部５５とで構成されている。 As shown in FIG. 7, the hinge structure 51 of this embodiment is rotatable by engaging circular irregularities without using a hinge pin. That is, a pair of first hinge arm portions 52 projecting from the other end edge E2 of the side wall 24 of the first block tray 20a and a pair of first hinge arm portions 52 projecting from the other end edge E2 of the side wall 24 of the second block tray 20b. It is comprised with the 2nd hinge arm part 55 arrange | positioned between.

第１ヒンジ腕部５２には、対向する面のそれぞれに截頭円錐形形状を有する回動突起５３が設けられ、第２ヒンジ腕部５５には、その表裏にすり鉢形状を有する回動凹部５６が設けられ、これら回動突起５３と回動凹部５６とが係合し、第１ヒンジ腕部５２と第２ヒンジ腕部５５とが回動可能に構成されている。また、回動凹部５６には、図８に示すように、すり鉢状の壁部分の一部が円弧状に低く設定された低壁部５７が設定されており、ヒンジ構造５１に過大な力が加わった際には、ヒンジ構造５１を破損することなく、回動突起５３が低壁部５７を介して回動凹部５６から脱落するように構成されている。 The first hinge arm portion 52 is provided with a rotation projection 53 having a frustoconical shape on each of the opposing surfaces, and the second hinge arm portion 55 has a rotation recess 56 having a mortar shape on the front and back. The rotation projection 53 and the rotation recess 56 are engaged with each other, and the first hinge arm portion 52 and the second hinge arm portion 55 are configured to be rotatable. Further, as shown in FIG. 8, a low wall portion 57 in which a part of the mortar-shaped wall portion is set to be low in an arc shape is set in the rotating recess 56, and an excessive force is applied to the hinge structure 51. When added, the rotation projection 53 is configured to drop off from the rotation recess 56 via the low wall portion 57 without damaging the hinge structure 51.

仮接合手段は、ヒンジ構造５１に形成される仮係合部６１と、並列形態Ｐで隣接する両ブロック皿２０ａ，２０ｂの側壁２４外側の外側面２４ａに形成される並列保持手段７１と、直列形態Ｌで隣接する両ブロック皿２０ａ，２０ｂの他端縁Ｅ２の端面２９ｂに形成される直列保持手段８１とで構成されている。 The temporary joining means includes a temporary engaging portion 61 formed in the hinge structure 51, a parallel holding means 71 formed on the outer side surface 24a on the outer side wall 24 of both block plates 20a and 20b adjacent in the parallel form P, and in series. It is comprised with the serial holding means 81 formed in the end surface 29b of the other end edge E2 of both the block dishes 20a and 20b adjacent by the form L. FIG.

仮係合部６１は、図９，図１０に示すように、第２ヒンジ腕部５５の基部壁５５ａに突設された半円柱状の係合突起６２と、並列形態Ｐで係合突起６２と重なる第１ヒンジ腕部５２の外周面５５ｂに、係合突起６２と係脱自在に形成された円弧状の並列係合受部６３と、直列形態Ｌで係合突起６２と重なる第１ヒンジ腕部５２の外周面５５ｂに、係合突起６２と係脱自在に形成された円弧状の直列係合受部６４と、から構成されている。そして、並列形態Ｐでは、係合突起６２と並列係合受部６３とが係合して、並列形態Ｐが保持され、直列形態Ｌでは、係合突起６２と直列係合受部６４とが係合して、直列形態Ｌが保持される。 As shown in FIGS. 9 and 10, the temporary engaging portion 61 includes a semi-cylindrical engaging protrusion 62 protruding from the base wall 55 a of the second hinge arm portion 55, and the engaging protrusion 62 in the parallel form P. An arcuate parallel engagement receiving portion 63 formed to be detachable from the engaging projection 62 on the outer peripheral surface 55b of the first hinge arm portion 52 overlapping with the first hinge arm 52 overlapping with the engaging projection 62 in the series form L On the outer peripheral surface 55b of the arm portion 52, an engagement projection 62 and an arc-shaped series engagement receiving portion 64 formed so as to be freely disengaged are configured. And in the parallel form P, the engagement protrusion 62 and the parallel engagement receiving part 63 are engaged, and the parallel form P is maintained, and in the serial form L, the engagement protrusion 62 and the serial engagement receiving part 64 are connected. Engage and retain the series L.

並列保持手段７１は、磁力接合部７２と並列係脱部７５とで構成されている。磁力接合部７２は、並列形態Ｐで隣接する両ブロック皿２０ａ，２０ｂの一端縁Ｅ１側の外側面２４ａに位置し、両外側面２４ａ，２４ａにマグネットシート７３が配置されている。なお、一方の外側面にマグネットシート、他方の外側面に鉄板等の磁性材を配置する構成としても良い。 The parallel holding means 71 includes a magnetic joint portion 72 and a parallel engagement / disengagement portion 75. The magnetic joint portion 72 is positioned on the outer surface 24a on the one end edge E1 side of both block plates 20a and 20b adjacent to each other in the parallel form P, and the magnet sheet 73 is disposed on the both outer surfaces 24a and 24a. In addition, it is good also as a structure which arrange | positions magnetic materials, such as an iron plate, in a magnet sheet | seat on the one outer surface and the other outer surface.

並列係脱部７５は、図１１に示すように、両外側面２４ａ，２４ａの略中央部に位置し、第２ブロック皿２０ｂの外側面２４ａから突設される並列挿入片７６と、第１ブロック皿２０ａの外側面２４ａに並列挿入片７６が挿脱入可能に開口する並列挿入穴７７とを備えている。また、第１ブロック皿２０ａの並列挿入穴７７のヒンジ構造５１側側壁に半円柱形状の並列係脱突起７８が突設され、第２ブロック皿２０ｂの並列挿入片７６のヒンジ構造５１側側面に円弧状の並列係脱受部７９が並列係脱突起７８と係脱可能に形成されている。そして、並列形態Ｐで並列係脱受部７９が並列係脱突起７８に係合して、第１ブロック皿２０ａと第２ブロック皿２０ｂとが並列形態Ｐに仮保持される。 As shown in FIG. 11, the parallel engaging / disengaging portion 75 is positioned substantially at the center of both the outer surfaces 24 a, 24 a, and the parallel insertion piece 76 that protrudes from the outer surface 24 a of the second block plate 20 b, and the first A parallel insertion hole 77 is provided in the outer surface 24a of the block plate 20a so that the parallel insertion piece 76 is opened so as to be inserted and removed. Further, a semi-cylindrical parallel engagement / disengagement projection 78 projects from the side wall of the hinge structure 51 of the parallel insertion hole 77 of the first block plate 20a, and the side of the hinge structure 51 on the side of the parallel insertion piece 76 of the second block plate 20b. An arcuate parallel engaging / disengaging portion 79 is formed to be able to engage with and disengage from the parallel engaging / disengaging protrusion 78. And the parallel engagement / removal part 79 is engaged with the parallel engagement / disengagement protrusion 78 in the parallel form P, and the first block dish 20a and the second block dish 20b are temporarily held in the parallel form P.

直列保持手段８１は、図１２に示すように、他端縁Ｅ２の両端面２９ｂのヒンジ構造５１とは反対側の側壁側に位置し、第２ブロック皿２０ｂの端面２９ｂから突設される直列挿入片８２と、第１ブロック皿２０ａの端面２９ｂに直列挿入片８２が挿脱入可能に開口する直列挿入穴８３とを備えている。また、第１ブロック皿２０ａの直列挿入穴８３のヒンジ構造５１側側壁に半円柱形状の直列係脱突起８４が突設され、第２ブロック皿２０ｂの直列挿入片８２のヒンジ構造５１側側面に円弧状の直列係脱受部８５が直列係脱突起８４と係脱可能に形成されている。そして、直列形態Ｌで直列係脱受部８５が直列係脱突起８４に係合して、第１ブロック皿２０ａと第２ブロック皿２０ｂとが直列形態Ｌに仮保持される。 As shown in FIG. 12, the series holding means 81 is located on the side wall side opposite to the hinge structure 51 of the both end faces 29b of the other end edge E2, and is projected in series from the end face 29b of the second block dish 20b. The insertion piece 82 is provided with a series insertion hole 83 in which the series insertion piece 82 is opened in the end face 29b of the first block plate 20a so as to be inserted and removed. Also, a semi-cylindrical series engaging / disengaging protrusion 84 is provided on the side wall of the hinge structure 51 of the series insertion hole 83 of the first block plate 20a so as to protrude from the side of the hinge structure 51 of the series insertion piece 82 of the second block plate 20b. An arc-shaped series engaging / disengaging portion 85 is formed so as to be able to engage with and disengage from the series engaging / disengaging protrusion 84. Then, in the serial form L, the serial engagement / removal portion 85 is engaged with the serial engagement / disengagement protrusion 84, and the first block dish 20a and the second block dish 20b are temporarily held in the serial form L.

上記構成において、本実施形態の算数教習具１を用いて様々な学習方法に適用することができる。 In the said structure, it can apply to various learning methods using the arithmetic learning tool 1 of this embodiment.

＜いくつといくつ＞
２０までの数字、たとえば「１５」は、いくつといくつからなるのかを学習する際に、図１３（ａ）、（ｂ）に示すように、まず本体２０を直列形態Ｌに設定し、ブロック収容室２６に具体物であるブロック部材１０を底面部２２に描かれた仕切線２３で区切られたスペースＳに合わせて、左側から１５個配設する。ここでは、左側に位置する第１ブロック皿２０ａにブロック部材１０を１０個、右側に位置する第２ブロック皿２０ｂにブロック部材１０を５個配置し、「１５」が「１０」のまとまりと「５」からなることが具体物で示される。そして、学習する児童が各自で自由に、本体２０上のブロック部材１０を左右に分けることで、「１５」は「９」と「６」であることや、「７」と「８」であることを認識、理解する一助となる。 <How many and how many>
When learning how many numbers up to 20, for example, “15” consist of, as shown in FIGS. 13 (a) and 13 (b), first, the main body 20 is set to the serial form L and the block is accommodated. Fifteen block members 10, which are specific objects, are arranged in the chamber 26 from the left side in accordance with the space S delimited by the partition line 23 drawn on the bottom surface portion 22. Here, ten block members 10 are arranged on the first block plate 20a located on the left side, and five block members 10 are arranged on the second block plate 20b located on the right side, and “15” is a group of “10”. 5 "is shown as a concrete item. Then, each student who learns freely divides the block member 10 on the main body 20 into left and right, so that “15” is “9” and “6”, and “7” and “8”. It helps to recognize and understand this.

また、底面部２２に仕切線２３が描かれていることで、１位数の補数（補数：ある数に加えると、和の桁がひとつ上がる最小の数（「８」の補数は「２」））がいくつであるか、底面部２２のスペースＳを数えることで、認識、理解できる。 In addition, since the partition line 23 is drawn on the bottom surface portion 22, the one's complement (complement: the minimum number in which the sum digit is incremented by one when added to a certain number (the complement of “8” is “2”). )) Can be recognized and understood by counting the space S on the bottom surface 22.

＜繰り上がりのある足し算＞
１位数と１位数の足し算で、繰り上がりのある計算について、たとえば「８＋７」の場合、図１４（ａ）〜（ｃ）に示すように、まず本体２０を直列形態Ｌに設定し、底面部２２に描かれた仕切線２３で区切られたスペースＳに合わせて、ブロック収容室２６の左側にブロック部材１０を８個配置しつつ、ブロック収容室２６の右側にブロック部材１０を７個配置する。次に、右側の７個を左側にスライドして寄せ、「８」に「７」を加える。ブロック収容室２６左側にひとまとまりになったブロック部材１０を数え、答えが「１５」であることを導き出す。 <Addition with carry>
For the calculation with a carry by adding the first order and the first order, for example, in the case of “8 + 7”, as shown in FIGS. 14 (a) to (c), first, the main body 20 is set to the serial form L, Eight block members 10 are arranged on the right side of the block accommodation chamber 26 while seven block members 10 are arranged on the right side of the block accommodation chamber 26 in accordance with the space S delimited by the partition line 23 drawn on the bottom surface portion 22. Deploy. Next, slide the 7 pieces on the right side to the left side and add “7” to “8”. A group of block members 10 are counted on the left side of the block accommodating chamber 26, and it is derived that the answer is “15”.

また、左側の８個を右側にスライドして寄せ、「７」に「８」を加えた場合にも同じ解「１５」になることが確認できる。 Also, it can be confirmed that the same solution “15” is obtained when the left 8 pieces are slid to the right and “8” is added to “7”.

＜繰り下がりのある引き算＞
「２０」までの数から１位数を引く引き算で、繰り下がりのある計算について、たとえば「１５−８」の場合、図１５（ａ）〜（ｅ）に示すように、まず本体２０を直列形態Ｌに設定し、底面部２２に描かれた仕切線２３で区切られたスペースＳに合わせて、ブロック収容室２６の左側からブロック部材１０を１５個配置する。次に、本体２０を並列形態Ｐに折曲げる。すると、１５個のブロック部材１０が、左側に位置していた第１ブロック皿２０ａにブロック部材１０が１０個、右側に位置していた第２ブロック皿２０ｂにブロック部材１０が５個、分割、載置され、「１５」が「１０」と「５」によって成り立っていることが、具体物を用いて確認できる。 <Subtraction with carry-down>
For subtractive calculations by subtracting the first digit from the number up to “20”, for example, in the case of “15-8”, the main body 20 is first serially connected as shown in FIGS. Fifteen block members 10 are arranged from the left side of the block housing chamber 26 in accordance with the space S set in the form L and partitioned by the partition line 23 drawn on the bottom surface portion 22. Next, the main body 20 is bent into the parallel configuration P. Then, 15 block members 10 are divided into 10 block members 10 on the first block plate 20a located on the left side, 5 block members 10 on the second block plate 20b located on the right side, It can be confirmed by using a concrete object that “15” is composed of “10” and “5”.

次に、第１ブロック皿２０ａの１０個のブロック部材１０から８個を右側にスライドし、第１ブロック皿２０ａの外に取出す。取出したところで、本体２０のヒンジ構造２１部分を伸ばして直列形態Ｌに設定し、第２ブロック皿２０ｂの５個のブロック部材１０をスライドして、第１ブロック皿２０ａにまとめる。そして、ブロック収容室２６左側にひとまとまりになったブロック部材１０を数え、答えが「７」であることを導き出す。 Next, eight of the ten block members 10 of the first block dish 20a are slid rightward and taken out of the first block dish 20a. At the time of taking out, the hinge structure 21 part of the main body 20 is extended and set to the serial form L, and the five block members 10 of the second block dish 20b are slid and gathered into the first block dish 20a. Then, the block members 10 grouped on the left side of the block accommodation chamber 26 are counted, and it is derived that the answer is “7”.

上記引き算の手法とは別の手法として、同様に「１５−８」の場合、図１６（ａ）、（ｂ）に示すように、まず本体２０を直列形態Ｌに設定し、底面部２２に描かれた仕切線２３で区切られたスペースＳに合わせて、ブロック収容室２６の左側からブロック部材１０を１５個配置する。次に、ブロック部材１０の右側から７個をブロック収容室２６の右側へスライドする。そして、ブロック収容室２６左側に残ったブロック部材１０を数え、答えが「７」であることを導き出す。 As a method different from the above subtraction method, similarly, in the case of “15-8”, as shown in FIGS. 16A and 16B, first, the main body 20 is set to the serial form L, and the bottom surface portion 22 is set. Fifteen block members 10 are arranged from the left side of the block accommodating chamber 26 in accordance with the space S delimited by the drawn partition line 23. Next, seven pieces from the right side of the block member 10 are slid to the right side of the block accommodating chamber 26. Then, the remaining block members 10 on the left side of the block accommodation chamber 26 are counted, and it is derived that the answer is “7”.

このように、引く数「８」のブロック部材１０をブロック皿２０ａ，２０ｂの外に取出すことで、解となる数「７」のブロック部材１０のみがブロック皿２０ａ，２０ｂ上に残るため、具体物の動きがより明確になり、児童が正しい計算手順を容易に理解、認識するための手助けとなる。 In this way, by removing the number “8” of the block members 10 to be removed from the block dishes 20a and 20b, only the number “7” of the block members 10 that are the solutions remain on the block dishes 20a and 20b. The movement of objects becomes clearer and helps children understand and recognize the correct calculation procedure easily.

＜３つの数の足し算＞
３つの１位数の足し算について、たとえば「４＋６＋７」の場合、図１７（ａ）〜（ｃ）に示すように、まず本体２０をヒンジ構造２１で折曲げて並列形態Ｐに設定し、上に位置する第１ブロック皿２０ａにブロック部材１０を４個、下に位置する第２ブロック皿２０ｂにブロック部材１０を６個、本体の外側、下方にブロック部材１０を７個、それぞれ配置する。次に、本体２０のヒンジ構造２１部分を伸ばして直列形態Ｌに設定し、第２ブロック皿２０ｂの６個のブロック部材１０をスライドして、第１ブロック皿２０ａにまとめる。さらに、本体２０外部に配置された７個のブロック部材１０を第２ブロック皿２０ｂに移動し、左にスライドする。そして、ブロック収容室２６左側にひとまとまりになったブロック部材１０を数え、答えが「１７」であることを導き出す。 <Addition of three numbers>
For the addition of the three first orders, for example, in the case of “4 + 6 + 7”, as shown in FIGS. 17A to 17C, first, the main body 20 is bent by the hinge structure 21 to be set in the parallel form P, Four block members 10 are arranged on the first block plate 20a located, six block members 10 are arranged on the second block plate 20b located below, and seven block members 10 are arranged outside and below the main body, respectively. Next, the hinge structure 21 part of the main body 20 is extended and set to the serial form L, and the six block members 10 of the second block dish 20b are slid and assembled into the first block dish 20a. Further, the seven block members 10 arranged outside the main body 20 are moved to the second block plate 20b and slid to the left. Then, the block members 10 grouped on the left side of the block accommodation chamber 26 are counted, and it is derived that the answer is “17”.

計算式の計算する順序に慣れていない児童にとって、３つの数の足し算では、真ん中の数字、たとえば「４＋６＋７」の場合には「６」の扱いで混乱し、「４」に「６」を足した後（「１０」）、「６」に「７」を足して（「１３」）、「１０」と「１３」を足してしまうという間違いを起こしやすいが、このように、計算式中の「数」を具体物であるブロック部材１０に置換えて、計算を順番に行なうことで、児童の混乱を防ぎ、正しい計算手順に導くことができる。 For children who are not familiar with the order in which the formulas are calculated, the addition of three numbers is confused by the middle number, for example, “4 + 6 + 7” is treated as “6”, and “6” is added to “4”. (“10”), then add “7” to “6” (“13”) and easily add “10” and “13”, but in this way, By replacing the “number” with the block member 10 which is a specific object and performing the calculation in order, the child can be prevented from being confused and led to a correct calculation procedure.

＜３つの数の引き算＞
３つの１位数の引き算について、たとえば「１７−７−３」の場合、図１８（ａ）に示すように、まず本体２０をヒンジ構造２１で折曲げて並列形態Ｐに設定し、上に位置する第１ブロック皿２０ａにブロック部材１０を１０個、下に位置する第２ブロック皿２０ｂにブロック部材１０を７個、合計１７個配置する。ここで、ブロック皿２０ａ，２０ｂを並列形態Ｐに設定することで、「児童は引き算で解くんだ」という心構えが確認できる。 <Subtraction of three numbers>
For the subtraction of the three first-order numbers, for example, in the case of “17-7-3”, as shown in FIG. 18 (a), first, the main body 20 is bent at the hinge structure 21 and set to the parallel form P. Ten block members 10 are arranged on the first block plate 20a located, and seven block members 10 are arranged on the second block plate 20b located below. Here, by setting the block dishes 20a and 20b to the parallel form P, it is possible to confirm the attitude that “the child solved by subtraction”.

次に、第１の演習方法として、図１８（ｂ）に示すように、ブロック部材１０を１つずつ数えて「７」と「３」を両ブロック皿２０ａ，２０ｂから右側へスライドさせて取除いていき、ブロック皿２０ａ，２０ｂ上に残ったブロック部材１０を数えて、計算式の回答「７」を導き出す。 Next, as a first practice method, as shown in FIG. 18 (b), the block members 10 are counted one by one and "7" and "3" are slid to the right from both block plates 20a and 20b. The block member 10 remaining on the block dishes 20a and 20b is counted and the answer “7” of the calculation formula is derived.

第２の演習方法として、図１９（ａ）、（ｂ）に示すように、第１ブロック皿２０ａから７個のブロック部材１０を右側へスライドさせて取除き、その後でさらに第１ブロック皿２０ａから３個のブロック部材１０を右側へスライドさせて取除く。そして残った第２ブロック皿２０ｂ上のブロック部材１０を数え、計算式の回答「７」を導き出す。 As a second practice method, as shown in FIGS. 19A and 19B, the seven block members 10 are slid and removed from the first block plate 20a to the right, and then the first block plate 20a is further removed. The three block members 10 are removed by sliding to the right. Then, the remaining block members 10 on the second block dish 20b are counted, and the answer “7” of the calculation formula is derived.

第３の演習方法として、図２０（ａ）、（ｂ）に示すように、第１ブロック皿２０ａから７個のブロック部材１０を右側へスライドさせて取除き、第２ブロック皿２０ｂから３個のブロック部材１０を右側へスライドさせて取除く。次に、本体２０のヒンジ構造２１部分を伸ばして直列形態Ｌに設定し、第２ブロック皿２０ｂの４個のブロック部材１０をスライドして、第１ブロック皿２０ａにまとめ、ブロック収容室２６左側にひとまとまりになったブロック部材１０を数え、答えが「７」であることを導き出す。 As a third practice method, as shown in FIGS. 20 (a) and 20 (b), the seven block members 10 are slid and removed from the first block dish 20a to the right, and three pieces are removed from the second block dish 20b. The block member 10 is slid to the right and removed. Next, the hinge structure 21 part of the main body 20 is extended and set to the serial form L, and the four block members 10 of the second block plate 20b are slid and gathered into the first block plate 20a, and the block housing chamber 26 left side The block members 10 grouped together are counted, and it is derived that the answer is “7”.

計算式の計算する順序に慣れていない児童にとって、３つの数の引き算では、減数の扱い方、たとえば「１７−７−３」の場合には「７」と「３」の扱いで混乱し、「７」から「３」を引いた後（「４」）、「１７」から「４」を引いてしまうという間違いを起こしやすいが、このように、計算式中の「数」を具体物であるブロック部材１０に置換えて、計算を順番に行なうことで、児童の混乱を防ぎ、正しい計算手順に導くことができる。 For children who are not accustomed to the calculation order of the calculation formulas, subtraction of three numbers is confused by how to handle reduction, for example, "7" and "3" in the case of "17-7-3" After subtracting “3” from “7” (“4”), it is easy to make an error that “4” is subtracted from “17”. By replacing with a certain block member 10 and performing the calculation in order, the confusion of the child can be prevented and a correct calculation procedure can be led.

以上、本発明では、２つのブロック皿２０ａ，２０ｂを、並列形態Ｐと直列形態Ｌのどちらかに選択的に配置できることで、各ブロック皿２０ａ，２０ｂに分かれたブロック部材１０を一方のブロック皿にまとめる際には、２つのブロック皿２０ａ，２０ｂを直列形態Ｌに設定し、２つのブロック収容室２６を連結することで、ブロック部材１０がブロック収容室２６内をスライドして、一方のブロック皿に移動することができる。 As described above, in the present invention, the two block dishes 20a and 20b can be selectively arranged in either the parallel form P or the series form L, so that the block member 10 divided into the respective block dishes 20a and 20b can be replaced with one block dish. When the two block dishes 20a and 20b are set in the serial form L and the two block storage chambers 26 are connected, the block member 10 slides in the block storage chamber 26, and one block Can be moved to a dish.

また、ブロック皿２０ａ，２０ｂからブロック部材１０を取除く際には、２つのブロック皿２０ａ，２０ｂを並列形態Ｐに設定することで、ブロック収容室２６の他端縁Ｅ２が開放され、ブロック部材１０を他端縁Ｅ２側へスライドさせるだけで、取除くことができる。これにより、ブロック部材１０を扱う際に発生するガチャガチャ音を軽減するとともに、ブロック部材１０を別のブロック皿に載せ替えることがないため、児童が載せ替えに手間取って、時間を損なうこともないので、算数教習具１を用いることで、教師が円滑に授業を進めることができる。 Moreover, when removing the block member 10 from the block dishes 20a and 20b, the other end edge E2 of the block storage chamber 26 is opened by setting the two block dishes 20a and 20b to the parallel form P, and the block member It can be removed by simply sliding 10 to the other end E2 side. As a result, the noise generated when handling the block member 10 is reduced, and the block member 10 is not replaced with another block dish, so that the child does not take time to replace it and does not lose time. By using the arithmetic learning tool 1, the teacher can smoothly advance the class.

また、２つのブロック皿２０ａ，２０ｂの両他端縁Ｅ２，Ｅ２がヒンジ構造によって連結されたことによって、手元がおぼつかない児童にも、並列形態Ｐと直列形態Ｌとの切替えが１動作で容易に行えるため、児童が集中力を削がれることなく、理解を深めることができるとともに、教師が授業を円滑に進めることができる。 In addition, since the other end edges E2 and E2 of the two block dishes 20a and 20b are connected by a hinge structure, it is easy to switch between the parallel form P and the serial form L in one operation even for a child who does not feel close at hand. This allows students to deepen their understanding without losing their ability to concentrate, and teachers can smoothly conduct classes.

さらに、ヒンジ構造５１に過大な力が掛かった際に、回動突起５３と回動凹部５６との係合が解除されるとともに、回動突起５３が低壁部５７を介して、回動凹部５６から脱落する構成となっているため、ヒンジ構造５１が破損することなく分解するとともに、容易に再組立てができるため、手元がおぼつかない児童が、操作中に教材を破壊してしまうことがなく、教師が授業を円滑に進めることができる。 Further, when an excessive force is applied to the hinge structure 51, the engagement between the rotation protrusion 53 and the rotation recess 56 is released, and the rotation protrusion 53 is connected to the rotation recess via the low wall portion 57. Since it is configured to drop off 56, the hinge structure 51 can be disassembled without being damaged and easily reassembled, so that a child who does not have a rough hand does not destroy the teaching material during operation. Teachers can smoothly conduct classes.

並列保持手段によって並列形態状態に仮保持され、直列保持手段によって直列形態状態に仮保持されることで、ブロック皿の配置が不用意に変わらないため、児童が計算作業に集中することができる。 Since the arrangement of the block dishes does not change carelessly by being temporarily held in the parallel form state by the parallel holding means and temporarily held in the serial form state by the series holding means, the child can concentrate on the calculation work.

ブロック皿２０ａ，２０ｂの他端縁に段部２９を設けることで、直列形態状態で一方のブロック皿から他方のブロック皿へブロック部材１０をスライドさせる際に、ブロック部材１０が段部２９を乗越えるため、指の感覚と発生する音とで、ブロック皿毎のまとまりを認識することができる。 By providing the step portion 29 on the other end edge of the block dishes 20a and 20b, when the block member 10 is slid from one block plate to the other block plate in the serial form state, the block member 10 gets on the step portion 29. Therefore, the unit of each block dish can be recognized by the finger sensation and the generated sound.

ブロック皿２０ａ，２０ｂの他端縁に段部２９を設けることで、ブロック部材１０が段部２９の傾斜面２９ａに当接して、ブロック部材１０がブロック皿２０ａ，２０ｂから不用意にこぼれ落ちることを防止しつつ、直列形態状態で一方のブロック皿から他方のブロック皿へブロック部材１０をスライドさせる際に、ブロック部材１０が段部２９を乗越えるため、指の感覚と発生する音とで、ブロック皿毎のまとまりを認識することができる。 By providing the step portion 29 at the other end edge of the block dishes 20a and 20b, the block member 10 comes into contact with the inclined surface 29a of the step portion 29, and the block member 10 is accidentally spilled from the block dishes 20a and 20b. When the block member 10 is slid from one block plate to the other block plate in the serial form state, the block member 10 gets over the stepped portion 29. It is possible to recognize a group for each block dish.

また、ブロック皿２０ａ，２０ｂの各底面部２２には、長手方向に沿ってブロック部材１０個分のスペースＳがそれぞれ確保されているので、ブロック皿のスペースＳをブロック部材１０で埋め、１０のまとまりを作ることで「繰り上がり」、１０のまとまりを崩すことで「繰り下がり」という体感的な操作で実感しながら、「繰り上がり」、「繰り下がり」の観念を学習することができる。 Moreover, since the space S for 10 block members is each ensured along the longitudinal direction in each bottom face part 22 of the block dishes 20a and 20b, the space S of a block dish is filled with the block members 10, and 10 You can learn the concept of “carrying up” and “carrying down” while creating a unit and realizing it with a bodily sensation of “carrying up” and “carrying down” by breaking down the unity of 10.

なお、本実施形態では、ヒンジ構造によって２つのブロック皿２０ａ，２０ｂを連結し、第２ブロック皿２０ｂを回動させることで、並列形態Ｐと直列形態Ｌとを切換えているが、両ブロック皿２０ａ，２０ｂを別体とし、並列形態Ｐと直列形態Ｌでそれぞれ脱着することで連結する連結構造を備え、この連結構造を着脱することで所望する配置に適宜組換える構成としても良く、この場合であっても、本実施形態と同様の作用効果が得られる。 In this embodiment, the two block plates 20a and 20b are connected by a hinge structure, and the second block plate 20b is rotated to switch between the parallel form P and the serial form L. 20a and 20b may be separated and provided with a connection structure that is connected by detaching in parallel form P and serial form L, respectively, and this connection structure may be appropriately recombined to a desired arrangement by attaching and detaching, in this case Even in this case, the same effects as those of the present embodiment can be obtained.

また、本第２実施形態では、並列保持手段７１が、磁力接合部７２と並列係脱部７５とで構成されているが、どちらか一方としても良い他、磁力接合部の代わりに面ファスナーを外側面２４ａに貼着する等の手段を用いても同様の作用効果が得られる。 In the second embodiment, the parallel holding means 71 is composed of the magnetic joint portion 72 and the parallel engagement / disengagement portion 75. However, either one may be used, or a surface fastener may be used instead of the magnetic joint portion. Similar effects can be obtained by using means such as sticking to the outer surface 24a.

１…算数教習具
１０…ブロック部材
２０ａ…第１ブロック皿（一方のブロック皿）
２０ｂ…第２ブロック皿（他方のブロック皿）
２１…ヒンジ構造
２２…底面部
２４…側壁
２４ａ…外側面
２５…端壁
２６…ブロック収容室
２９…段部
２９ａ…傾斜面
２９ｂ…端面
５２…一側ヒンジ腕部
５３…回動突起
５５…他側ヒンジ腕部
５６…回動凹部
７１…並列保持手段
７３…磁石
７６…並列挿入片
７７…並列挿入穴
８１…直列保持手段
８２…直列挿入片
８３…直列挿入穴
Ｅ１…一端縁
Ｅ２…他端縁
Ｌ…直列形態
Ｐ…並列形態 DESCRIPTION OF SYMBOLS 1 ... Math learning tool 10 ... Block member 20a ... 1st block plate (one block plate)
20b ... 2nd block plate (the other block plate)
DESCRIPTION OF SYMBOLS 21 ... Hinge structure 22 ... Bottom surface part 24 ... Side wall 24a ... Outer side surface 25 ... End wall 26 ... Block accommodation chamber 29 ... Step part 29a ... Inclined surface 29b ... End surface 52 ... One side hinge arm part 53 ... Turning protrusion 55 ... Others Side hinge arm portion 56 ... rotating recess 71 ... parallel holding means 73 ... magnet 76 ... parallel insertion piece 77 ... parallel insertion hole 81 ... series holding means 82 ... series insertion piece 83 ... series insertion hole E1 ... one end edge E2 ... other end Edge L ... Series configuration P ... Parallel configuration

上記目的を達成する請求項１の発明は、長方形の底面部と、該底面部の長手方向に沿った両縁部に立設された側壁と、該底面部の長手方向の一端縁に立設された端壁とによって他端縁が開放されつつ、三方が囲まれ、上面側が開口したブロック収容室が形成されたブロック皿を２つ備え、これら２つのブロック皿の両他端縁がヒンジ構造によって連結され、該ヒンジ構造部分で折曲げ、長手方向に沿って一端縁と他端縁とが同じ向きに並列に位置する並列形態、または該ヒンジ構造部分を伸ばし、長手方向に沿って他端縁同士が突合わせられた状態で直線状に位置する直列形態のどちらかに選択的に配置可能であることを特徴としている。 The invention according to claim 1, which achieves the above object, has a rectangular bottom surface portion, side walls erected at both edges along the longitudinal direction of the bottom surface portion, and erected at one end edge of the bottom surface portion in the longitudinal direction. being opened and the other end edge with an end wall that is, three sides surrounded, includes two blocks dish formed block accommodating chamber upper side is open, both other edge hinge structure of these two blocks dish Connected to each other, bent at the hinge structure portion, and arranged in a parallel form in which one end edge and the other end edge are arranged in parallel in the longitudinal direction, or the hinge structure portion is extended and the other end along the longitudinal direction It is characterized in that it can be selectively arranged in either one of the serial forms located in a straight line with the edges butted together.

請求項２の発明は、請求項１に記載の算数教習具において、前記ヒンジ構造は、並列形態状態で、隣合う両側壁の他端縁に配置され、一方のブロック皿の他端縁から張出す一対の一側ヒンジ腕部と、他方のブロック皿の他端縁から張出し、該一側ヒンジ腕部間に配置される他側ヒンジ腕部と、該一側ヒンジ腕部の対向する面のそれぞれか、あるいは該他側ヒンジ腕部の表面と裏面のそれぞれのどちらか一方に截頭円錐形形状を有する回動突起と、当該他方に略すり鉢形状を有する回動凹部とを備え、これら回動突起と回動凹部とが回動可能に係合することを特徴としている。 According to a second aspect of the invention, the arithmetic training tool according to claim 1, wherein the hinge structure, in a parallel form state, is arranged at the other end edge of the side walls adjacent, Zhang from the other end edge of one of the block plates A pair of one-side hinge arm portions to be extended, an other-side hinge arm portion that projects from the other end edge of the other block plate, and is disposed between the one-side hinge arm portions; Each or each of the front and back surfaces of the other side hinge arm is provided with a rotating projection having a frustoconical shape and a rotating recess having a substantially mortar shape on the other side. The moving projection and the rotating recess are engaged with each other so as to be rotatable.

請求項３の発明は、請求項１、または請求項２のいずれか１項に記載の算数教習具において、前記並列形態状態で、隣合う側壁の対向する外側面に配置され、一方の外側面と他方の外側面とが着脱可能な並列保持手段を備えたことを特徴としている。 The invention according to claim 3 is the arithmetic learning tool according to claim 1 or 2 , wherein in the parallel form state, the invention is arranged on the opposite outer surface of the adjacent side wall, and one outer surface. And a parallel holding means that can be attached to and detached from the other outer surface.

請求項４の発明は、請求項３に記載の算数教習具において、前記並列保持手段は、前記外側面のそれぞれに配設される磁石からなることを特徴としている。 According to a fourth aspect of the present invention, in the arithmetic learning tool according to the third aspect, the parallel holding means is composed of a magnet disposed on each of the outer surfaces.

請求項５の発明は、請求項３に記載の算数教習具において、前記並列保持手段は、一方の外側面から突設する並列挿入片と、他方の外側面に該並列挿入片と係脱可能な並列挿入穴とからなることを特徴としている。 According to a fifth aspect of the present invention, in the arithmetic learning tool according to the third aspect, the parallel holding means can be engaged with and disengaged from the parallel insertion piece protruding from one outer surface and the parallel insertion piece on the other outer surface. It is characterized by comprising parallel parallel insertion holes.

請求項６の発明は、請求項１〜請求項５のいずれか１項に記載の算数教習具において、直列形態状態で対向する両他端縁の端面に配置され、一方の端面から突設する直列挿入片と、他方の端面に該直列挿入片と係脱可能な直列挿入穴とからなる直列保持手段を備えたことを特徴としている。 Invention of Claim 6 is arrange | positioned in the arithmetic learning tool of any one of Claims 1-5 , it is arrange | positioned at the end surface of both the other end edges which oppose in a serial form state, and it protrudes from one end surface It is characterized in that a series holding means comprising a series insertion piece and a series insertion hole which can be engaged with and disengaged from the series insertion piece on the other end face is provided.

請求項７の発明は、請求項１〜請求項６のいずれか１項に記載の算数教習具において、前記ブロック皿の前記他端縁に、前記底面部側が傾斜面となるように該他端縁に沿って立設され、且つ前記側壁よりも高さが低く設定された段部を備えたことを特徴としている。 According to a seventh aspect of the invention, the arithmetic training tool according to any one of claims 1 to 6, to the other edge of said block plates, said other end so that the bottom portion side is an inclined surface It is characterized by comprising a step portion that is erected along the edge and has a height set lower than the side wall.

加えて、２つのブロック皿の両一端縁がヒンジ構造によって連結されたことによって、手元がおぼつかない児童にも、並列形態と直列形態との切替えが１動作で容易に行えるため、児童が集中力を削がれることなく、理解を深め、他の児童に説明ができるようになるとともに、教師が授業を円滑に進めることができる。 In addition, since both ends of the two block dishes are connected by a hinge structure, it is easy for a child who does not have a good hand to switch between the parallel form and the serial form in one operation, so the child can concentrate. Without being cut off, students can deepen their understanding and explain to other students, and teachers can smoothly conduct classes.

請求項２の発明によれば、請求項１の発明の効果に加え、ヒンジ構造に過大な力が掛かった際に、ヒンジ構造が破損せずに、ヒンジ腕部から突起受部が脱落し、再度組立てられるため、手元がおぼつかない児童が、操作中に教材を破壊してしまうことがない。 According to the invention of claim 2 , in addition to the effect of the invention of claim 1 , when an excessive force is applied to the hinge structure, the projection receiving part falls off from the hinge arm part without damaging the hinge structure, Because it is reassembled, children who do not have a rough hand do not destroy the teaching materials during operation.

請求項３の発明によれば、請求項１、請求項２の発明の効果に加え、並列保持手段によって並列形態状態に仮保持されることで、ブロック皿の配置が不用意に変わらないようにすることができるので、児童が計算作業に集中することができる。 According to the invention of claim 3 , in addition to the effects of the inventions of claim 1 and claim 2 , the arrangement of the block dishes is not changed carelessly by being temporarily held in the parallel form by the parallel holding means. So that the child can concentrate on the calculation work.

請求項４、請求項５の発明によれば、請求項３と同様の作用効果が得られる。 According to the invention of Claim 4 and Claim 5, the same effect as Claim 3 is obtained.

請求項６の発明によれば、請求項１〜５の発明の効果に加え、直列保持手段によって直列形態状態に仮保持されることで、ブロック皿の配置が不用意に変わらないようにすることができるので、児童が計算作業に集中することができる。 According to the invention of claim 6 , in addition to the effects of the inventions of claims 1 to 5 , the arrangement of the block dishes is prevented from being inadvertently changed by being temporarily held in series by the series holding means. Can concentrate on the calculation work.

請求項７の発明によれば、請求項１〜６の発明の効果に加え、ブロック皿の他端縁に段部を設けることで、直列形態状態で一方のブロック皿から他方のブロック皿へブロック部材をスライドさせる際に、ブロック部材が段部を乗越えるため、指の感覚と発生する音とで、ブロック皿毎のまとまりを意識することができる。 According to the invention of claim 7 , in addition to the effects of the inventions of claims 1 to 6 , a block is provided from the one block dish to the other block dish in the serial configuration state by providing a step at the other end of the block dish. When the member is slid, the block member gets over the stepped portion, so that it is possible to recognize the unity for each block dish with the sense of fingers and the generated sound.

Claims

The other end edge is opened by a rectangular bottom surface, side walls erected at both edges along the longitudinal direction of the bottom surface, and an end wall erected at one end edge of the bottom surface in the longitudinal direction. On the other hand, it is equipped with two block dishes in which a block housing chamber that is surrounded on three sides and opened on the upper surface side is formed,
These two block dishes
A parallel form in which one end edge and the other end edge are positioned in parallel in the same direction along the longitudinal direction,
Or the arithmetic learning tool characterized by being selectively arrangeable in either of the serial form located in a straight line in the state where one end edges were faced along the longitudinal direction.

In the arithmetic teaching tool according to claim 1,
Both end edges of the two block dishes are connected by a hinge structure,
In a state where the hinge structure is bent, the parallel form is formed.
The arithmetic learning tool, wherein the hinge structure portion is extended to be in the serial form.

In the arithmetic teaching tool according to claim 2,
The hinge structure is
In the parallel form state, it is arranged at the other end edge of the adjacent side walls,
A pair of one-side hinge arms projecting from the other end of one block plate;
Projecting from the other end edge of the other block plate, and the other side hinge arm portion disposed between the one side hinge arm portions;
Rotating protrusions having a frustoconical shape on each of the opposing surfaces of the one-side hinge arm portion, or on either the front surface or the back surface of the other-side hinge arm portion, and a substantially mortar shape on the other side A rotating recess having
An arithmetic learning tool, wherein the rotation protrusion and the rotation recess are rotatably engaged.

In the arithmetic learning tool according to any one of claims 1 to 3,
In the parallel form state, disposed on the opposite outer surface of adjacent side walls,
An arithmetic learning tool comprising parallel holding means in which one outer surface and the other outer surface are detachable.

In the arithmetic teaching tool according to claim 4,
The arithmetic teaching device, wherein the parallel holding means is composed of a magnet disposed on each of the outer surfaces.

In the arithmetic teaching tool according to claim 4,
The parallel holding means includes
A parallel insertion piece projecting from one outer surface;
An arithmetic learning tool comprising the parallel insertion piece and a parallel insertion hole that is detachable on the other outer surface.

In the arithmetic learning tool according to any one of claims 1 to 6,
It is arranged on the end faces of the other end edges facing each other in the serial form state,
A serial insertion piece protruding from one end face;
An arithmetic learning tool comprising a series holding means comprising a series insertion hole and a series insertion hole that is detachable on the other end face.

In the arithmetic learning tool according to any one of claims 1 to 7,
The other end edge of the block plate is provided with a stepped portion that is erected along the other end edge so that the bottom surface side becomes an inclined surface and is set to be lower than the side wall. Arithmetic learning tool that features.