JPS6035091Y2 - mental arithmetic practice tool - Google Patents

Description

[Detailed Description of the Invention] The present invention relates to a mental arithmetic practice tool for use in instructing beginners in mental arithmetic.

It is known that the ability to quickly perform mental arithmetic has a significant impact not only on daily life but also on mathematics education, and its importance is being emphasized.

On the other hand, mental arithmetic is also important in the process of abacus practice, and a mental arithmetic test system has been established and is being put into operation.

There are two types of mental arithmetic: written mental arithmetic, in which you perform mental arithmetic while recollecting the same thought process as in your head, and abacus-based mental arithmetic, in which you picture the abacus beads in your head and perform mental arithmetic while evangelizing the appropriate beads. There is.

Although it is known that mental arithmetic is superior in terms of speed and accuracy, it has drawbacks that beginners cannot easily master.

The purpose of the present invention is to provide a useful mental arithmetic practice tool for teaching beginners the advantageous method of mental arithmetic.

This object is distantly related to the mental arithmetic practice tool having the structure described in the claims of the utility model registration.

By using the mental arithmetic practice tool of the present invention, beginners can be made proficient in abacus-based mental arithmetic, and can be transferred to abacus-based mental arithmetic that does not require this practice tool in a relatively short period of time.

By becoming sufficiently familiar with abacus-style mental arithmetic, you can expect to improve your abacus skills.

The present invention will be described in detail below with reference to the accompanying drawings.

FIG. 1 is an explanatory diagram showing the process by which mental arithmetic is performed.

For example, when doing mental arithmetic of 8+2+3+2, first
By adding 2 as shown in figure a, we proselytize 10 as shown in the figure, and then in order to obtain 13 as shown in figure C and 15 as shown in figure d.

This number 15 is the answer to the above question.

Once you have mastered this kind of abacus-based mental arithmetic, you will always have the abacus beads in your mind when doing mental arithmetic, and you will be able to mentally calculate problems that are read aloud or that are based on what you see, but this is difficult for beginners.

For this reason, students place a card with a diagram of an abacus bead on their desk as shown in Figure 2, and as they stare at it, they sequentially imagine the state of evangelizing numbers as they progress through mental arithmetic.

This means that the auditory stimulation of the problem read aloud is imaginatively propagated through calculations using abacus beads, resulting in quick mental calculations with fewer errors.

Furthermore, it means that mental arithmetic is performed while following a series of equations drawn as numbers with one's own eyes.

Furthermore, in the case of so-called mental arithmetic, where you perform mental arithmetic while following a series of formulas drawn as numbers with your own eyes, you perform mental arithmetic while evangelizing the observed numbers to the abacus beads that are remembered in your mind. be.

In this case, a card showing the multiple rows of abacus beads shown in Figure 2 can be placed on the right side of the seat to help spread the word in the mind and, if necessary, with the fingers when doing mental arithmetic.

In this case, it would be even more effective if a mental arithmetic problem is written between the abacus beads drawn in solid lines and the abacus beads drawn in broken lines as shown in FIG.

However, such cards are required for each problem, and many cards must be prepared before the player becomes proficient.

FIG. 4a shows a card for the mental arithmetic practice tool according to the present invention, which is the same as the card shown in FIG. 3 but has an elongated number observation window W1 in the area where the mental arithmetic problem is written.

Further, an observation window W2 may be provided below.

On the other hand, the figure shows a mental arithmetic question sheet in which a group of mental arithmetic questions are printed in a smaller layout (than the number observation window W1 in figure a).

The appropriate number of questions are arranged vertically, and the answers are printed at the bottom.

When using the mental arithmetic practice tools shown in FIGS. 4a and 4b, the two are superimposed so that appropriate problems in the figure can be observed through the number observation window W1 in FIG.

Furthermore, by placing the card in Figure a on a blank sheet of paper, it can be used to practice mental arithmetic aloud.

The card shown in Figure 4a will be used for a considerable period of time, so in consideration of durability, it is preferable to use strong paper with a vinyl coating or suitable plastic. Paper may also be used.

Further, since the same function as the observation window W2 can be obtained by moving the card, it is not necessary to provide it.

The question collection shown in Figure 4 may be printed on regular paper, and it is only necessary that the question arrangement meets the above requirements.

By using the mental arithmetic practice tool of the present invention, it is possible for beginners to reliably master abacus-based mental arithmetic, such as visual mental arithmetic and aloud mental arithmetic, in a short period of time.

[Brief explanation of the drawing]

Figures 1 a" to d are explanatory diagrams showing the basics of mental arithmetic. Figure 2 is an example of a card for reading mental arithmetic. Figure 3 is an example of a card for reading mental arithmetic. Figures 4a and b are examples of mental arithmetic exercise cards and mental arithmetic question sheets. In the figure, W□ is a number observation window, and W2 is an equal observation window.

Claims (1)

[Claims for Utility Model Registration] A card in which a plurality of rows of abacus beads are illustrated, and at least one number observation window is provided between the rows of abacus beads, and a group of numbers that match the number observation windows of the card. A mental arithmetic practice tool characterized by consisting of a combination of a mental arithmetic question sheet on which is printed and .