JP3139060U - Arithmetic learning card and arithmetic learning card aggregate - Google Patents

Abstract

Provided are an arithmetic learning card and an arithmetic learning card aggregate that can be used effectively for learning that allows a child to understand the concept of numbers by associating the number of specific objects with the number of abstract objects. .
An arbitrary number of counting object display objects 3 that specifically represent counting objects used in arithmetic learning are described on the front surface of a card 1 and a graphic display object that represents an abstract graphic on the back surface. However, the same number of graphic display objects as that of the counting object display object 3 are described.
[Selection] Figure 1

Description

  The present invention relates to a math learning card and a math learning card assembly used to teach children the concept of numbers.

  When an infant or an elementary school child (hereinafter referred to as a “child”) learns numbers, first, visually count the concrete objects that exist, and then associate the concrete objects with the numbers. In general, it is introduced to learning of addition and subtraction.

  For this purpose, students are given specific objects (counting objects) that can be counted, such as blocks and hajiki, and, as a basis for learning numbers, let them count and arrange any number of blocks, etc. I started learning from that.

  Then, as the next step in learning the number, we teach them to move specific blocks to the corresponding abstract concepts. In other words, actual blocks etc. are made to correspond to abstract figures such as circles and dots, etc., for example, let the students understand that the number of blocks is the same as the number of circles, and the concept of “number” It is important to recognize.

  In this way, when children can recognize the concept of “number” by using abstract figures, they can tell that the “number” can be expressed as “numbers” of 1, 2, 3,. You can move smoothly to the stage of understanding.

  For this reason, conventionally, in order to understand the concept of number, it has been proposed to advance learning using a card with a predetermined number of specific display objects and abstract display objects.

For example, Patent Document 1 forms a partition portion in which the front and back surfaces of a single card are divided into two parts, and displays the “number” such as the number and the number of fingers on one side. A figure that displays a specific collection of various objects indicating "number" is described in each section, and a figure that displays the same number regularly or irregularly by a collection of abstract objects on the other side. The cards are prepared and a number of cards, for example, “1” to “10” are prepared, and a number adjustment or number arrangement game such as a domino game is performed so that children can understand the concept of “number” as a set. A numbering card that can be deepened is described.
Japanese Utility Model Publication No. 55-21728

  As described above, in learning of numbers, shifting a specific block or the like to a corresponding abstract concept plays an important role in understanding the concept of “number”. However, the actual situation is that even if the teacher eagerly explains that a specific set of objects is linked to a set of abstract objects, it is difficult to obtain an understanding of the students.

  In addition, the number matching card described in Patent Document 1 described above is merely an auxiliary teaching material for linking an abstract display object indicating “number” and “number” in a game sense. An existing object cannot be connected to an abstract object. Therefore, there is a problem in that it is not possible to acquire the basics of learning of numbers by counting the number of objects actually present and connecting them to a set of corresponding abstract objects.

  The present invention was devised in view of such circumstances, and can be used effectively for learning that allows children to understand the concept of numbers by associating the number of specific objects with the number of abstract objects. A learning card and an arithmetic learning card aggregate are provided.

  In order to achieve the above-mentioned object, the present invention describes an arbitrary number of counting object display objects that specifically represent counting objects used in arithmetic learning on the front surface of the card, and an abstract graphic on the back surface. Is displayed in the same number as the number of the counting target display objects.

  According to this device, since the counting object display object described on the surface of the card specifically represents the counting object used in arithmetic learning, the counting object actually counted by the child is described on the card. It can be easily replaced with the counting object display object. Therefore, it is possible to easily understand that the number of the specific objects corresponds to the number of the counting object display objects on the card by connecting the actual objects actually present to the counting object display objects described on the card.

  In addition, since the same number of figure display objects as the number of the counting object display objects are written on the back surface of the card, the counting object replaced with the counting object display object described on the front surface of the card is turned over. By looking at the back side, it can be further replaced with a graphic display object. Therefore, by connecting a specific object actually present to the counting object display object described on the card and further connecting this counting object display object to the graphic display object, the number of specific objects becomes the number of graphic display objects on the card. It can be easily understood that it corresponds.

  As described above, according to the present invention, by counting the number of objects that actually exist and connecting them to a set of corresponding abstract objects, a specific object is transferred to the corresponding abstract object and counted. It can be used very effectively for the number of learnings that make the concept understand.

  The present invention is characterized in that, in the arithmetic learning card configured as described above, the counting target display object described on the surface of the card is set to the same size as the counting target object.

  According to this device, the counting object and the counting object display object on the card are the same size in the process of replacing the counting object actually counted by the child with the counting object display object described on the card. Therefore, the counting object and the counting object display object are easily connected as an image. Therefore, even for children who are not good at drawing an abstract image, it can be suitably understood that the number of specific objects corresponds to the number of objects to be counted on the card.

  Here, “the same size” does not mean the same size without any difference, but includes a slight difference in size.

  The present invention is an arithmetic learning card aggregate provided with a plurality of arithmetic learning cards having the above-described configuration.

  According to this device, by using each arithmetic learning card corresponding to a different number of objects to be counted, by connecting images from a set of specific objects to a set of abstract objects for various numbers. Students can learn to deepen their understanding of the concept of “number”.

  According to the present invention, it is possible to provide a math learning card that can be used effectively for learning that makes a child understand the concept of numbers by associating the number of specific objects with the number of abstract objects. Become.

  Hereinafter, the best mode of an arithmetic learning card according to the present invention will be described with reference to the drawings.

  FIG. 1 is a plan view showing the front surface of the arithmetic learning card 1 according to the present embodiment, and FIG. 2 is a plan view showing the back surface.

  Arithmetic learning card 1 (hereinafter referred to as “card”) of the present embodiment has an arbitrary number of counting object display objects 3 that specifically represent counting objects used in arithmetic learning on the surface. At the same time, the same number of figure display objects 4 representing abstract figures on the back surface are described as the number of the counting object display objects 3.

  In the present embodiment, the block B (see FIG. 3) is used as the counting object for arithmetic learning, but the counting object is not limited to the block B, and for example, Ojiki, meteorite, blocks, etc. , Including various embodiments that can be counted.

  The card 1 is configured by a counting object display object 3 and a graphic display object 4 respectively described on the front and back surfaces of a rectangular base material 10 formed of cardboard, synthetic resin thin plate, or the like.

  As shown in FIG. 1, ten squares 2 are provided on the surface of the card 1, and the counting target represents the plane of the block B in the area of the three squares 2 of the squares 2. One display object 3 is described, and a total of three display object displays 3 are described.

  Thus, since the 10 squares 2 are formed on the surface of the card, the counting target display object is obtained by looking at the squares 2 on which the counting target display object 3 is described with reference to the square 2. It becomes easy to grasp the number of 3. Therefore, even for a child who is not good at grasping the number of objects, it can be suitably understood that the specific number of objects corresponds to the number of objects to be counted on the card.

  The counting target display object 3 is configured by printing a photograph of the block B so that the child can easily grasp the block B by associating the block B with the counting target object 3.

  The counting object display object 3 is set to be approximately the same size as the block B so that the child can easily connect the block B and the counting object object 3. This is because if the sizes of the block B and the display object 3 are different, it is difficult for the child to image the actual block B and the display object 3 described on the card 1 in correspondence with each other.

  The counting object display object 3 is not limited to the one printed with the photograph of the block B, and may be a drawing imitating the block B as long as it specifically represents the block B. In addition, for example, when Ohajiki is used as the counting object, it may be a photo printed with a photograph of Hajiki or a drawing imitating Hajiki. Thus, the counting object display object 3 corresponds to the counting object. Selected.

  In FIG. 1, for convenience of explanation, a card 1 corresponding to the case where three blocks B are counted is shown as an example. Generally, a plurality of cards 1 corresponding to 1 to 10 blocks B are prepared and learning proceeds, and in some cases, a card with no count target display object corresponding to 0 blocks B is described. May be used to understand zero.

  The card 1 corresponding to the number of blocks B other than the three blocks B is different only in the number of blocks B in the above description.

  The squares 2 are provided to make it easier to grasp the number, but the squares 2 may be omitted and only the counting target display object 3 may be described on the surface of the card 1.

  On the back surface of the card 1, as shown in FIG. 2, the same number (three in the present embodiment) of graphic display objects 4 as the number of display objects 3 of the block B are described.

  The graphic display object 4 is configured by a circular graphic, but is not limited to this graphic, and various abstract display objects such as dots, squares, and star shapes may be used.

  In addition, in the card 1 shown in FIG. 2, the lane markings 5 that are divided up and down are described for easy viewing of the graphic display object 4. May be described.

  4 and 5 show an arithmetic learning card aggregate 100 including a plurality of cards 1 configured as described above. 4 is a plan view showing the surface of the arithmetic learning card assembly 100, and FIG. 5 is a plan view showing the back surface of the arithmetic learning card assembly 100. As shown in FIG.

  In the present embodiment, the arithmetic learning card aggregate 100 corresponding to 0 to 10 consecutive objects to be counted is used, but the present invention is not limited to this. For example, it may be a math learning card assembly 100 that does not have a card 1 corresponding to 0 counting objects, or two cards 1 corresponding to 5 and 10 counting objects, respectively. The card assembly 100 for arithmetic learning provided may be sufficient.

  The arithmetic learning card assembly 100 is formed so that the boundary of the card 1 can be separated along the perforation 6, and is configured to be used by separating the individual cards 1 when learning. Yes. Thus, if it connects via the perforation 6 in an initial state and it is comprised so that it may isolate | separate at the time of use, it can prevent a child losing the card | curd 1 before learning.

  Next, a method of using the card 1 having the above configuration will be described by taking a typical learning method as an example in which three blocks B are used.

  First, the teacher causes the child to count three blocks B and arrange the three blocks B on a desk or the like.

  Next, the card 1 on which three blocks B are written is placed on the desk with the surface facing up. The child can see the counting object display object 3 written on the block B and the card 1 to connect the real object and the counting object display object 3 and image them.

  Alternatively, after the card 1 is first placed on the desk, the same number of blocks B as the counting target display objects 3 described on the card 1 may be counted.

  Next, the teacher instructs the child to turn over the card 1 and places the card 1 on the desk with the back side up, and visually recognizes the graphic display object 4 described on the back side. In this way, the counting object display object 3 associated with the actual block B as an image can be further associated with the graphic display object 4 to be imaged.

  In this way, it is possible to link an image from the actual block B to the graphic display object 4 through the counting target display object 3 only by performing a simple operation such as turning the card 1 upside down. Further, when the card 1 is turned over quickly, the image display object 4 is shifted to the back graphic display object 4 while the afterimage of the counting target display object 3 on the front surface remains, so that the image of the image given to the child can be strengthened.

  Then, the above process is performed for various numbers, and the learning of the number can be effectively learned by repeating such learning.

  The learning method for the number of blocks B other than the three blocks B is the same in the above description except that the number of blocks B and the cards 1 corresponding to the respective number of blocks B are different. is there.

  As mentioned above, although the Example as an example was demonstrated about embodiment of this invention, it is not restricted to the Example mentioned above.

  The present invention can be applied to an arithmetic learning card that can be effectively used for learning that allows a child to understand the concept of numbers by associating the number of specific objects with the number of abstract objects.

It is a top view which shows the surface of the card | curd which concerns on one Embodiment of this invention. It is a top view which shows the back surface of the card | curd of FIG. It is a perspective view which shows the block used in one Embodiment of this invention. It is a top view which shows the surface of the card aggregate for arithmetic learning which concerns on one Embodiment of this invention. It is a top view which shows the back surface of the card aggregate for arithmetic learning of FIG.

Explanation of symbols

1 Card 100 Arithmetic learning card aggregate 2 cell 3 counting object display object 4 graphic display object B block (counting object)

Claims (3)

  An arbitrary number of counting object display objects that specifically represent the counting object used in arithmetic learning are described on the front surface of the card, and a graphic display object that represents an abstract graphic on the back surface is the counting object display object. An arithmetic learning card with the same number as the number of cards. The arithmetic learning card according to claim 1,
The arithmetic learning card, wherein the counting object display object described on the surface of the card is set to have the same size as the counting object.   An arithmetic learning card aggregate comprising a plurality of arithmetic learning cards according to claim 1.

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