JP2012058750A - Teaching tool for arithmetic education - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a teaching tool for arithmetic education which can develop numerical and calculating ability to a high level while providing education by playing with fun for infants and pupils in lower grades of elementary schools.SOLUTION: A teaching tool for arithmetic education 1 comprises a member 12 and a plurality of balls 13 placed in an inner area 12a of the member 12. In the member 12, the inner area 12a is partitioned into right and left areas A and B formed respectively into rectangular shapes in a plan view by a partition plate 12b provided orthogonally to the longitudinal direction of the member 12. An opening (a communication part) C is formed between the partition plate 12b and an inner side wall of the member 12 to allow the balls 13 to move between the respective areas A and B.

Description

  The present invention relates to a teaching tool for arithmetic education used for teaching numbers, addition and subtraction to infants and elementary school children.

  When teaching numbers, addition, or subtraction (calculation) to young children or elementary school children, for example, arrange counting objects such as Ojiki and blocks to understand the numbers, arrange the counting objects, and arrange the counting. An object is moved as appropriate to increase or decrease the number of objects, and the total number of objects to be counted after the increase or decrease is counted to derive answers for addition or subtraction.

  When arranging the counting objects, for example, a tray as disclosed in Japanese Patent Application Laid-Open No. 2002-49304 is used, and this tray is counted according to the grid formed on the upper surface thereof. Are arranged.

  When teaching the number using such a tray, the number is counted by arranging the objects to be counted on the upper surface of the tray in accordance with the grid.

  When teaching the answer of addition, first, two trays are prepared, arranged next to each other, and the number of counting objects to be added are arranged on the upper surface of each tray. After this, the counting object on one tray is moved to the other tray, and then the number of counting objects on the other tray is counted, so that the answer is understood.

  When teaching the answer to the subtraction, as in the above case, first, two such trays are prepared, arranged side by side, and a predetermined number of counting objects are arranged on the upper surface of one tray. Thereafter, the counting object on one tray is moved to the other tray by the amount subtracted from the predetermined number, and then the number of counting objects remaining on the one tray is counted, so that the answer is understood.

In this way, for young children and elementary school children, it is possible to help them understand numbers and calculations and provide effective education by providing education on numbers and calculations while referring to the number of specific items. .

JP 2002-49304 A

  By the way, the numbers and calculations learned by infants and lower elementary school children are the beginning of arithmetic education. At this stage, how can you feel how learning numbers and calculations is fun, or can you understand the contents of learning? If there is an influence on the subsequent mathematics education, and it is not possible to have a motivation to learn here, it is highly likely that students will hate arithmetic.

  However, in the education using trays as described above, since the trays are merely arranged for counting objects, the sense of play is poor, and learning of numbers and calculations for young children and elementary school children. Can't have a strong motivation. For this reason, it was not possible to fully develop the ability related to numbers and calculations, such as mathematics being a weak subject.

The present invention has been made in view of the above circumstances, and is an educational tool for math education that can increase the ability of numbers and calculations to a high level while providing fun education for young children and elementary school children. The purpose is to provide.

To achieve the above object, the present invention provides:
A teaching tool for math education,
A hollow housing-like member formed in a rectangular shape in plan view, and a case in which both side surfaces in the longitudinal direction are opened,
Similarly, it is a container-like member that is formed in a rectangular shape in plan view and that has an open top surface, and is partitioned by the partition so that the inner region forms a rectangular region in plan view on both the left and right sides in the longitudinal direction. A drawer member accommodated in the hollow portion of the case so that it can be pulled out from both sides in the longitudinal direction of the case;
A plurality of spheres arranged in the inner region of the drawer member,
Each inner region of the drawing member is formed such that at least one of the five spheres is arranged in a line in the longitudinal direction of the drawing member,
The partition portion of the drawer member has a communication portion that allows the internal regions to communicate with each other and allows at least one of the spheres to pass therethrough, and the sphere in one internal region passes through the communication portion. It is related with the teaching tool for arithmetic education characterized by being comprised so that a movement inside is possible.

  According to the present invention, the drawer member is pulled out from one end side or the other end side in the longitudinal direction of the case, and the sphere in the inner region of the pulled-out drawer member is shown to an infant or an elementary school child, thereby relating to the number and calculation. Can provide education.

  Specifically, for example, by pulling out the drawer member so that one of the inner regions on both the left and right sides of the drawer member comes out of the case, the number of spheres in the one inner region can be understood, Pull out the drawer members so that the internal areas on both sides come out of the case, let them understand the number of spheres in each internal area, which is more, less, or the same, pull out the drawer members from the case, A predetermined number of spheres are put in the inner regions of each, the drawer members are returned to the case and the spheres are collected in one of the inner regions, and then the drawer members are pulled out of the case and the number of spheres gathered in the one (that is, one The number of spheres placed in one inner area and the number of spheres placed in the other inner area will be understood), or the drawer member will be pulled out of the case and placed in one inner area. The number of spheres in the other internal area is pulled out from the case so that one internal area comes out, after each sphere is dispersed in the left and right internal areas. (I.e., how many are obtained by subtracting the number of spheres in one internal region remaining after dispersion from the number of spheres in one internal region) Pull out the drawer member so that the area comes out of the case and add the number of spheres in the internal areas on both sides to understand how much it will be, or pull out the drawer member so that one internal area comes out of the case By reducing the number of spheres on the other side by a predetermined number, it is possible to educate infants and elementary school children about numbers and calculations by making them understand how many will be.

  Thus, according to the arithmetic teaching tool of the present invention, the drawer member is pulled out from one end side or the other end side in the longitudinal direction of the case, and the number of spheres in the inner region of the drawer member is several. You can learn numbers and calculations while having fun, and can make young children and lower elementary school students interested in learning and numbers and calculations. Can increase the willingness of students to increase their ability to count and calculate to a high level. Also, by moving the sphere between the left and right internal areas, the spheres in each internal area can be collected in one internal area, or the spheres in one internal area can be dispersed in each internal area. You can also teach numbers and calculations while entertaining elementary school children.

  Further, each internal region of the drawing member is configured such that five spheres are arranged in a row in the longitudinal direction of the drawing member, and when recognizing the number, 5 or 10 is used as a reference, that is, 5 + α, Since numbers can be understood from the viewpoints of 10−α and 10 + α, numbers can be recognized and understood more effectively. The reason why 5 or 10 is used as a reference is that it is difficult to instantaneously grasp a number of 6 or more among the numbers from 1 to 10.

  In addition, it is preferable that the said drawing member is further provided with the knob part which protruded toward the outer side on the both sides in the longitudinal direction, respectively. By doing in this way, the drawing member is held at one end in the longitudinal direction of the case with the knob part. It can be pulled out from the side or the other end side, making it easier to pull out the drawing member.

  As described above, according to the teaching tool for arithmetic education according to the present invention, it is possible to perform effective arithmetic education for young children and elementary school children.

It is the perspective view which showed schematic structure of the teaching tool for arithmetic education which concerns on one Embodiment of this invention. It is the perspective view which showed schematic structure of the teaching tool for arithmetic education which concerns on this embodiment. It is explanatory drawing which showed an example of the use condition of the teaching tool which concerns on this embodiment. It is explanatory drawing which showed an example of the use condition of the teaching tool which concerns on this embodiment. It is explanatory drawing which showed an example of the use condition of the teaching tool which concerns on this embodiment. It is explanatory drawing which showed an example of the use condition of the teaching tool which concerns on this embodiment.

  Hereinafter, specific embodiments of the present invention will be described with reference to the accompanying drawings. 1 and 2 are perspective views showing a schematic configuration of a teaching tool for arithmetic education according to an embodiment of the present invention.

  As shown in FIGS. 1 and 2, the arithmetic teaching tool 1 of this example is formed in a rectangular shape in plan view, and is formed in a hollow casing shape, and both side surfaces in the longitudinal direction (both left and right side surfaces) are open. The case 11 is also formed in a rectangular shape in plan view, and is formed in a container shape having an open upper surface, and is housed in the hollow portion 11a of the case 11 so that it can be pulled out from both sides in the longitudinal direction (left and right sides). And a plurality of spheres 13 arranged in the inner region 12 a of the drawing member 12.

  The drawing member 12 has an inner region 12a that has a rectangular shape in plan view by a partition plate 12b provided at a substantially central position in the longitudinal direction of the drawing member 12 and orthogonal to the longitudinal direction of the drawing member 12. It is partitioned into regions A and B (right region A and left region B) on both sides.

  One end side of the partition plate 12 is connected to one of the inner side walls parallel to the longitudinal direction of the drawing member 12, and the other end side is provided to be separated from the other inner side wall by one sphere. The sphere 13 has a right region A to the left region B and a left region B to the right region through a gap (communication portion) C 2 formed between the other end of the partition plate 12b and the other of the inner side walls. It is possible to move to A.

  When the drawer member 12 is pulled out from the case 11, the case 11 and the drawer member 12 are arranged such that the height position on one end side of the partition plate 12 is lower than the height position on the other end side of the partition plate 12. As a result, the sphere 13 is inclined downward in the tilt direction, and moves from the gap C to the left region B or from the left region B to the right region A over the partition plate 12b. Is prevented.

  The right region A and the left region B are formed such that the spheres 13 are arranged in four rows in the longitudinal direction of the drawing member 12 and five spheres 13 are arranged per row. In addition, semicircular knob plates 12c projecting outward are formed on the left and right side surfaces of the drawing member 12, respectively.

  According to the arithmetic teaching tool 1 of the present example configured as described above, for example, as shown in FIGS. 3 to 6, the drawer member 12 is pulled out from the right side or the left side of the case 11 with the knob plate 12 c, By showing the spheres 13 in the areas A and B of the drawn-out drawing member 12 to an infant or an elementary school child in the lower grades, education regarding numbers and calculations can be performed. 3 to 6 show an example in which a total of 15 spheres 13 are used.

  Specifically, for example, the total number of the spheres 13 to be put in each of the regions A and B of the drawing member 12 is 1 to 3, 1 to 5, 1 to 10, 1 to 20 Steps 1 to 9 as described below are carried out for each stage, and learning is carried out while increasing the number in order. Note that the total number of spheres 13 that can be placed in each of the regions A and B is up to 20 when about 90% of the learning ability of the number and calculation is raised while learning the number and calculation of 1 to 20. Because it is said.

  That is, as the procedure 1, the drawer member 12 is pulled out so that the right area A comes out from the right side of the case 11 (see FIG. 3), or the drawer member 12 is drawn out so that the left area B comes out from the left side of the case 11 (see FIG. 4), the number of the spheres 13 in the extracted right region A and left region B is taught.

  As the procedure 2, the drawer member 12 is pulled out so that the right area A and the left area B come out from the right side (or left side) of the case 11 (see FIG. 5), and the spheres 13 in the pulled right area A and left area B, respectively. Or tell which is more, less or the same.

  As the procedure 3, first, after pulling out the drawing member 12 from the case 11 and putting a predetermined number of spheres 13 in each of the right region A and the left region B (see FIG. 5), the drawing member 12 is returned to the case 11, The case 11 is shaken to collect the spheres 13 in the right area A (or left area B). Next, the pull-out member 12 is pulled out so that the right region A comes out from the right side of the case 11 (or the left region B comes out from the left side of the case 11), and the spheres 13 gathered in the right region A (or left region B) The number is taught (see FIG. 6), that is, the number of spheres 13 placed in the right region A and the number of spheres 13 placed in the left region B are taught.

  As the procedure 4, the pullout member 12 is pulled out so that the right region A and the left region B come out from the right side (or left side) of the case 11 (see FIG. 5), and the spheres in the pulled right region A and left region B, respectively. Say the number 13 and have them answer which is.

  As the procedure 5, the drawer member 12 is pulled out so that the right area A and the left area B come out from the right side (or left side) of the case 11 (see FIG. 5), and the spheres 13 in the pulled right area A and left area B are respectively. Answer which number is more or less or the same.

  As the procedure 6, the drawer member 12 is pulled out so that the right area A comes out from the right side of the case 11 (see FIG. 3), or the drawer member 12 is pulled out so that the left area B comes out from the left side of the case 11 (see FIG. 4). ), The number of the spheres 13 in the extracted right region B and left region A is answered.

  As the procedure 7, first, after pulling out the drawing member 12 from the case 11 and putting a predetermined number of spheres 13 in the right area A (or left area B) (see FIG. 6), the drawing member 12 is returned to the case 11, The case 11 is shaken to disperse the spheres 13 in the right area A and the left area B, respectively. Thereafter, the drawer member 12 is pulled out so that the right region A comes out from the right side of the case 11 (or the left region B comes out from the left side of the case 11), and the sphere 13 in the left region B (or right region A) Let the number be answered (see FIG. 3 or FIG. 4), that is, from the number of spheres 13 placed in the right region A (or left region B), the spheres in the right region A (or left region B) remaining after dispersion If you subtract 13, you will be asked how many you will get.

  As the procedure 8, the drawer member 12 is pulled out so that the right area A and the left area B come out from the right side (or left side) of the case 11 (see FIG. 5), and the spheres 13 in the pulled right area A and left area B are respectively. If you add the number of, it will answer how many.

  As the procedure 9, the drawer member 12 is pulled out so that the right area A comes out from the right side of the case 11 (or so that the left area B comes out from the left side of the case 11) (see FIG. 3 or FIG. 4), If the number of the spheres 13 in A (or the left region B) is reduced by a predetermined number, the answer is how many.

  In the above procedure 1 and 2, etc., for example, when teaching the number of 8, teach 3 more than 5 and 2 less than 10, and teach 9 the number 4 more than 5. Teaches when less than 10, teaches 10 numbers, teaches 5 more than 5, teaches numbers greater than 10, teaches more than 10.

  In this way, by increasing the total number of the spheres 13 to be put in each of the areas A and B of the drawing member 12 while taking the above-described procedure, the larger number is obtained while referring to the specific number. You can make them understand numbers, or you can make calculations with larger numbers.

  Thus, according to the arithmetic teaching tool 1 of the present example, the drawer member 12 is pulled out from the right side or the left side of the case 11, and the number of the spheres 13 in the areas A and B of the drawer member 12 is several. It is possible to learn numbers and calculations while having fun, and to encourage young children and elementary school children to have such interests in learning and numbers and calculations. Students can increase their motivation to learn and increase their ability to count and calculate to a high level. Further, by shaking the case 11 and moving the sphere 13 between the areas A and B, the spheres 13 in the areas A and B on both the left and right sides can be collected in one of the areas A and B, By distributing the sphere 13 on one side in the areas A and B on both the left and right sides, it is possible to educate numbers and calculations while having fun for young children and elementary school children.

  Each of the regions A and B of the drawing member 12 is configured such that five spheres 13 are arranged in a row, and when recognizing the number, 5 or 10 is used as a reference, that is, 5 + α, 10−α. Since the number can be understood from the viewpoint of 10 + α, the number can be recognized and understood more effectively. The reason why 5 or 10 is used as a reference is that it is difficult to instantaneously grasp a number of 6 or more among the numbers from 1 to 10.

  Further, since the knob plates 12 c are provided on the left and right side surfaces of the drawing member 12, the drawing member 12 can be easily pulled out from the case 11.

  As mentioned above, although one Embodiment of this invention was described, the specific aspect which this invention can take is not limited to this at all.

  In the above example, the total number of the spheres 13 to be put in each of the areas A and B of the drawing member 12 is 1 to 3, 1 to 5, 1 to 10, 1 to 20, and so on. While increasing, it was made to learn by stepping 1 to 9 for each step, but each of these steps and each procedure is an example, and is limited to the above-described mode. It is not a thing.

  Moreover, although each area | region A and B of the drawer member 12 was formed so that the spherical body 13 might be located in a line with the longitudinal direction of the said drawer member 12, it is not limited to this.

DESCRIPTION OF SYMBOLS 1 Teaching tool for arithmetic 11 Case 11a Hollow part 12 Pull-out member 12a Internal area 12b Partition plate 12c Knob board 13 Sphere A Right area B Left area C Clearance (communication part)

Claims (2)

A container-like member that is formed in a rectangular shape in plan view and that has an open top surface, and is partitioned by a partitioning portion so as to form a rectangular region in plan view on both the left and right sides in the longitudinal direction. Members,
A plurality of spheres arranged in the internal region of the member,
Each internal region of the member is formed such that five spheres are arranged in a plurality of rows in the longitudinal direction of the member,
The partition portion of the member has a communication portion that allows the internal regions to communicate with each other and allows at least one of the spheres to pass therethrough, and the sphere in one internal region through the communication portion is in the other internal region. Arithmetic educational equipment that is configured to be mobile.   The arithmetic member according to claim 1, wherein the member further includes knob portions projecting outward on both sides in the longitudinal direction.

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