KR102599959B1 - Method for supporting self-directed learning mathematics of student using mathematics teaching tool - Google Patents

Abstract

The present invention is a self-directed method that can improve students' math learning efficiency by conveying the concept of four arithmetic operations to students using mathematics tools and reviewing what they have learned about four arithmetic operations using a mind map sheet. In a method for supporting math learning, the math tool is made of a rectangular fabric material and is divided along the length into an upper area (161), a central area (162), and a lower area (163), wherein the upper area Wrinkles 164 are formed along the width direction between the area 161 and the central area 162 and between the central area 162 and the lower area 163, so that the lower area 163 is the central area ( A foldable body 160 that is folded to overlap with 162 and folded again so that the central area 162 overlaps with the upper area 161; A pocket 165 provided in the central area 162 of the outer surface of the foldable body 160; A sticker 166 provided in the pocket 165 and having natural numbers from 1 to 150 written on it; A female snap button provided on the outer surface of the pocket 165; A strap cover 167 extending from the upper area 161 of the foldable body 160; a male snap button provided on the strap cover 167 and engaged with the female snap button when the foldable body 160 is in a folded state; A shoulder strap (168) extending from the strap cover (167); and a water array plate 169 provided on the inner surface of the foldable main body 160, wherein the water array plate 169 is arranged in 10 columns along the width direction and 15 rows along the length direction, so as to form a total of 15 rows. It consists of 150 rectangular compartments where the stickers 166 are individually attached and detachable; Among the boundaries forming the cell, a red baseline consisting of the boundaries of the 5th and 6th columns of the cell; Among the border lines forming the cell, a black first row reference line formed as a border between the fifth and sixth rows of the cell; And a pink second row reference line consisting of a border line between the 10th row and the 11th row of the box among the border lines forming the box, wherein the mind map sheet represents the content learned through the math tool. A vertical central blank space provided to write a table of contents; And a grid area located on the side of the central blank space and provided to write down details of content learned through the math tool; providing the math tool so that the student can learn the concept of four arithmetic operations. steps; and providing the mind map sheet so that a student who has learned the concept of four arithmetic operations through the math tool can summarize and summarize the content already learned.

Description

How to support self-directed mathematics learning using mathematics tools {METHOD FOR SUPPORTING SELF-DIRECTED LEARNING MATHEMATICS OF STUDENT USING MATHEMATICS TEACHING TOOL}

The present invention relates to a method of supporting self-directed mathematics learning to help students easily understand the concept of four arithmetic operations using mathematics tools.

Patent document 0001 discloses a reading coaching system using artificial intelligence-based big data analysis. More specifically, in periods such as childhood and adolescence when the best intellectual growth can be achieved through reading, a customized reading program suitable for students' reading ability can be presented based on objectively analyzed data, and professional reading programs can also be provided. We present a reading coaching system using artificial intelligence-based big data analysis that can enable correct reading habits, improvement of writing skills, and acquisition of various background knowledge through the coaching process of a reading coach.

Patent Document 0002 discloses technology related to customized learning games and learning materials logs to improve creativity. More specifically, in the method of providing learning materials for children, when a plurality of education books for children's education exist and at least one specific education book is selected from the plurality of education books, evaluation of the education books A plurality of evaluation categories required to perform include at least a first evaluation category and a second evaluation category, and evaluation items corresponding to the first evaluation category include at least the 1-1 evaluation item and the 1-2 evaluation item. is included, and at least the 2-1 evaluation item and the 2-2 evaluation item are included as evaluation items corresponding to the second evaluation category, i) the 1-1 evaluation of the specific education book A first evaluation score corresponding to the first evaluation category is calculated based on the score of the item and the score of the 1-2 evaluation item, ii) the score of the 2-1 evaluation item and the A second evaluation score corresponding to the second evaluation category based on the score of the 2-2 evaluation item is calculated, and the first evaluation level and the second evaluation corresponding to the first evaluation score among the evaluation levels of the preset interval are calculated. After each second evaluation level corresponding to the score is calculated, and a specific evaluation sheet image expressing the first evaluation level and the second evaluation level is generated, the specific evaluation table image is generated in some areas of the specific learning material using the specific education book. A learning method is presented, characterized in that the specific evaluation table image for the educational book is included.

Patent document 0003 discloses a Triple N study set including Hangul and mathematics linked learning materials and a Hangul and mathematics linked learning method using the same. Triple N Hangul course package, a 50-minute course for child learners that includes a letter learning section, picture association card section, game learning section, and writing study section; After learning Hangul and math efficiently in a short period of time through the 60-minute Triple N math course package, which includes a concrete object learning section, an image learning section, and a problem solving section, the Triple N final course utilizes Triple N teaching aids. A triple package that includes teaching aids for learning Hangul and math at the same time, which maximizes overall learning efficiency by fostering creativity, thinking skills, and problem-solving skills by learning Hangul and math simultaneously through creative activities through the package. We present a description of N study sets.

Patent document 0004 discloses technology related to Hangul teaching materials for children. The Hangul textbook for children includes a single-letter association learning unit in which a plurality of single letters are individually matched with associative images, and an extended single letter in which representative consonants are combined with the single letters provided in the single-letter learning unit to form a face that is implemented when pronunciation of the representative consonants. An extended letter observation learning unit provided in matching with an observation image of the shape or form, and an object image reminiscent of the form of each separated consonant that separates consonants for the single letter and the extended single letter and provides matching It includes a consonant and vowel separation learning unit, and presents a technology in which the single letter consists of only basic consonants and basic vowels and is a letter without a final consonant.

KR 10-2386688 (registration date April 11, 2022) KR 10-2355026 (registration date January 19, 2022) KR 10-2535507 (registration date May 18, 2023) KR 10-1537802 (registration date: July 13, 2015)

The present invention is a self-directed mathematics method that can improve students' math learning efficiency by conveying the concept of four arithmetic operations to students using math tools and reviewing what they have learned about four arithmetic operations using a mind map sheet. The purpose is to provide a method to support learning.

Other objects and advantages of the present invention can be understood from the following description and will be more clearly understood by practicing the present invention. In addition, it will be readily apparent that the objects and advantages of the present invention can be realized by the means and combinations thereof described in the claims.

The self-directed learning support method according to the present invention for realizing the above-mentioned purpose is to convey the concept of the four arithmetic operations to students using mathematics tools and to review what they have learned about the four arithmetic operations using a mind map sheet. In a method for supporting self-directed math learning that can improve students' math learning efficiency, the math tool is made of a rectangular fabric material, and has an upper area 161 and a central area 162 along the length direction. ), divided into a lower area 163, and wrinkles 164 along the width direction between the upper area 161 and the central area 162 and between the central area 162 and the lower area 163. A foldable body 160 that is formed and folded so that the lower area 163 overlaps the central area 162 and then the central area 162 overlaps the upper area 161; A pocket 165 provided in the central area 162 of the outer surface of the foldable body 160; A sticker 166 provided in the pocket 165 and having natural numbers from 1 to 150 written on it; A female snap button provided on the outer surface of the pocket 165; A strap cover 167 extending from the upper area 161 of the foldable body 160; a male snap button provided on the strap cover 167 and engaged with the female snap button when the foldable body 160 is in a folded state; A shoulder strap (168) extending from the strap cover (167); and a water array plate 169 provided on the inner surface of the foldable main body 160, wherein the water array plate 169 is arranged in 10 columns along the width direction and 15 rows along the length direction, so as to form a total of 15 rows. It consists of 150 rectangular compartments where the stickers 166 are individually attached and detachable; Among the boundaries forming the cell, a red baseline consisting of the boundaries of the 5th and 6th columns of the cell; Among the border lines forming the cell, a black first row reference line formed as a border between the fifth and sixth rows of the cell; And a pink second row reference line consisting of a border line between the 10th row and the 11th row of the box among the border lines forming the box, wherein the mind map sheet represents the content learned through the math tool. A vertical central blank space provided to write a table of contents; And a grid area located on the side of the central blank space and provided to write down details of content learned through the math tool; providing the math tool so that the student can learn the concept of four arithmetic operations. steps; and providing the mind map sheet so that a student who has learned the concept of four arithmetic operations through the mathematics tool can synthesize and summarize the content already learned.

Here, the box management unit 180 creates a square box arranged in 10 columns along the width direction and 1 to 15 rows along the length direction on the screen of the tablet; a step of the compartment color management unit 181 changing the 5th and 6th columns of the compartment to a first color; The addition teaching unit 182 performing a process to teach the student the addition operation of A + B = C (A, B, C are natural numbers) using the box; If the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to teach the student the subtraction operation of D - E = F (D, E, F are natural numbers). performing a process for; If the student passes the process by the subtraction teaching unit 183, the jumping number teaching unit 184 uses the box to tell the student Gn + H = Gn ₊₁ (Gn, H, Gn ₊₁ , n is a natural number) performing a process for teaching the number of jumps calculation; If the student passes the process by the number teaching unit 184, the operation teaching unit 185 performs a process to teach the student an operation using the numbers themselves.

Here, the addition teaching unit 182 performs a process to teach the addition operation of A + B = C to the student using the box; the question asking unit 186 displays “ Outputting an addition problem of A + B = "(A, B, A + B are natural numbers less than 10); A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet; A step of the front number generator 187 outputting a natural number A in the Ath column of the one row; A step of the cell management unit 180 deleting the cells from the 1st to the A-1st rows in the row; A step of the answer generator 188 repeatedly outputting the natural numbers A+B in the A-th column alternately with the natural numbers A; The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student; When the natural number A+B output in the A-th cell is dragged and placed in a cell other than the A+B-th cell, the answer explanation unit 190 sequentially starts from 1 in the A+1th cell to the A+Bth cell. Outputting natural numbers up to B; When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number of 20 or less) outputting an addition problem; A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number A1 in the A1th column of the two rows; A step of the column management unit 180 deleting the columns from the 1st to A1-1th rows among the two rows; The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1; The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student; When the natural number A1+B1 output in the A1-th cell is dragged and placed in a cell other than the A1+B1-th cell, the answer interpreter 190 sequentially starts from 1 in the A1+1-th cell to the A1+B1-th cell. Outputting natural numbers up to B1; And when the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2 +B2 may include outputting an addition problem of (a natural number less than or equal to 30).

Here, if the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to perform the subtraction operation of D - E = F (D, E, F are natural numbers) to the student. A step of performing a process for teaching; a step of the problem question unit 186 outputting a subtraction problem of "D - E =" (D, E, D - E are natural numbers of 10 or less) on the screen of the tablet; A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet; A step of the front number generator 187 outputting a natural number D in the D column of the one row; A step of the column management unit 180 deleting the 10th to D+1 columns in the one row; A step where the answer generator 188 repeatedly outputs natural numbers D-E in the D column, alternating with the natural numbers D; The grading unit 189 checks whether the natural numbers D-E output in the D-th column are dragged and placed in the D-E-th column by the student; When the natural number D-E output in the D-th cell is dragged and placed in a cell other than the D-E-th cell, the answer interpreter 190 sequentially outputs natural numbers from 1 to E from the D-1th cell to the D-Eth cell. steps; When the natural number D-E output in the D-th column is dragged and placed in the D-E-th column, the problem solving unit 186 displays "D1 - E1 =" (D1, E1, D1-E1 is 20 or less) on the screen of the tablet. A step of outputting a subtraction problem of a natural number of); A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet; The front number generator 187 outputting a natural number D1 in the D1 column of the two rows; A step of the compartment management unit 180 deleting the 20th to D1+1 columns among the two rows; A step of the answer generator 188 repeatedly outputting natural numbers D1-E1 in the D1th column alternately with the natural numbers D1; The grading unit 189 checks whether the natural numbers D1-E1 output in the D1-th column are dragged and placed in the D1-E1-th column by the student; When the natural number D1-E1 output in the D1-th cell is dragged and placed in a cell other than the D1-E1-th cell, the answer explanation unit 190 sequentially starts from 1 in the D1-1th cell to the D1-E1th cell. Outputting natural numbers up to E1; And when the natural number D1-E1 output in the D1-th column is dragged and placed in the D1-E1-th column, the problem solving unit 186 displays "D2 - E2 =" (D2,E2,D2) on the screen of the tablet. -E2 may include outputting a subtraction problem of (a natural number less than or equal to 30).

Here, if the student passes the process by the subtraction teaching unit 183, the subtraction teaching unit 184 uses the box to give the student Gn + H = Gn ₊₁ (Gn, H, Gn _{+ 1} , n is a natural number) performing a process for teaching the operation of jumping numbers; is, the problem solving unit 186 displays "Gn + H =" (Gn, H, Gn + H, n are natural numbers) on the screen of the tablet. Outputting the number of jumps problem; A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number Gn in the Gnth column of the 15 rows; A step of the column management unit 180 deleting the columns from the 1st to the Gn-1th rows among the 15 rows; A step of the answer generator 188 repeatedly outputting a natural number Gn+H in the Gn-th column alternately with the natural number Gn; The grading unit 189 checks whether the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column by the student; remind When the natural number Gn+H output in the Gn-th cell is dragged and placed in a cell other than the Gn+H-th cell, the answer explanation unit 190 sequentially displays numbers from 1 to H from the Gn+1-th cell to the Gn+H-th cell. Outputting natural numbers up to; When the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column, the problem solving unit 186 displays "Gn ₊₁ + H =" (Gn ₊₁ = Step of outputting the number of jumps problem of Gn + H); A step of the front number generator 187 outputting the natural number Gn ₊₁ in the Gn ₊ 1th column of the 15 rows; A step of the answer generator 188 repeatedly outputting the natural number Gn ₊₁ +H in the Gn ₊₁ -th column alternately with the natural number Gn ₊₁ ; The grading unit 189 checks whether the natural number Gn ₊₁ +H output in the Gn ₊₁ -th column is dragged and placed in the Gn ₊₁ +H-th column by the student; And when the natural number Gn ₊₁ +H output in the Gn ₊₁ -th column is dragged and placed in the Gn ₊₁ +H-th column, the cell color management unit 181 selects Gn ₊ m among all cells in the 15 rows. It may include changing the second cell (Gn ₊ m ₊₁ = Gn ₊ m + H, where m is a natural number including 0) to the second color.

Here, if the student passes the process by the number teaching unit 184, the arithmetic teaching unit 185 performs a process to teach the student an operation using the numbers themselves; ) outputting an addition problem of "A + B =" (A, B, A + B are natural numbers less than 150) on the screen of the tablet; A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number A in the Ath column of the 15 rows; A step in which the compartment management unit 180 merges the A-1st compartment, the Ath compartment, and the A+1th compartment to create one compartment; A step where the answer generator 188 repeatedly outputs the natural numbers A+B in the A-th column, alternating with the natural numbers A; The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student; When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number less than 150) outputting an addition problem; A step of the front number generator 187 outputting a natural number A1 in the A1th column of the 15 rows; A step in which the compartment management unit 180 merges the A1-2th column, the A1-1st column, the A1th column, the A1+1th column, and the A1+2th column to create one column; The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1; The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student; When the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2+ B2 is a natural number of 150 or less) outputting an addition problem; A step in which the compartment management unit 180 merges the A2-2th column, the A2-1st column, the A2th column, the A2+1th column, and the A2+2th column to create one column; The front number generator 187 randomly selects one of the A2-2th column, A2-1st column, A2th column, A2+1st column, and A2+2th column, and randomly selects Outputting the natural number A2 in the box; A step of the answer generator 188 repeatedly outputting the natural numbers A2+B2 in the randomly selected box, alternating with the natural numbers A2; and a step where the grading unit 189 checks whether the natural number A2+B2 output in the randomly selected cell is dragged and positioned in the A2+B2th cell by the student.

According to the self-directed learning support method of the present invention having the above-described structure, the concept of the four arithmetic operations is conveyed to students using mathematics tools, and the students are encouraged to review what they have learned about the four arithmetic operations using a mind map sheet. It can improve your math learning efficiency.

Other effects and advantages of the present invention can be understood by the following description, and will be more clearly understood by practicing the present invention. In addition, it will be readily apparent that the effects and advantages of the present invention can be realized by the means and combinations thereof described in the claims.

Figure 1 is an exemplary diagram for explaining a self-directed learning support method according to an embodiment of the present invention.
Figures 2 and 3 are diagrams showing the contents of a textbook scanned by the self-directed learning support method according to an embodiment of the present invention.
Figure 4 is an example diagram for explaining a self-directed learning support method according to an embodiment of the present invention.
Figure 5 is a diagram showing a worksheet provided by a self-directed learning support method according to an embodiment of the present invention.
Figure 6 is an example diagram for explaining a self-directed learning support method according to an embodiment of the present invention.
Figures 7 to 9 are diagrams showing mind map sheets provided by the self-directed learning support method according to an embodiment of the present invention.
Figure 10 is a block diagram of components used to implement a self-directed learning support method according to an embodiment of the present invention.
Figures 11 to 16 are diagrams for explaining mathematics tools used in a self-directed learning support method according to an embodiment of the present invention.
Figure 17 is a diagram for explaining a mind map sheet used in a self-directed learning support method according to an embodiment of the present invention.
Figures 18 to 28 are exemplary diagrams for explaining the process performed by the number array board in the self-directed learning support method according to an embodiment of the present invention.
Figure 29 is a diagram showing a worksheet provided by a self-directed learning support method according to an embodiment of the present invention.
Figure 30 is a block diagram of components used to implement a self-directed learning support method according to an embodiment of the present invention.

The purpose and effects of the present invention, and technical configurations for achieving them, will become clear by referring to the embodiments described in detail below along with the accompanying drawings. In describing the present invention, if it is determined that a detailed description of a known function or configuration may unnecessarily obscure the gist of the present invention, the detailed description will be omitted.

The terms described below are defined in consideration of the functions in the present invention, and may vary depending on the intention or custom of the user or operator.

Additionally, the present invention is not limited to the embodiments disclosed below, but may be implemented in various different forms. These embodiments are merely provided to ensure that the disclosure of the present invention is complete and to fully inform those skilled in the art of the present invention of the scope of the invention, and that the present invention is defined by the scope of the claims. It just becomes. Therefore, the definition should be made based on the contents throughout this specification.

Throughout the specification, when it is said that a part "includes" or "is provided" with a certain component, this does not mean excluding other components, but may further include other components, unless specifically stated to the contrary. it means. Additionally, terms such as "... unit" used in the specification refer to a unit that processes at least one function or operation, and may be implemented as hardware, software, or a combination of hardware and software. Specifically, components referred to as “~part” may be implemented through CPU, AP, graphics card, hard disk, SSD, monitor, etc. in a desktop computer, laptop computer, smartphone, or tablet.

Meanwhile, in an embodiment of the present invention, each component, functional block, or means may be composed of one or more subcomponents, and the electrical, electronic, and mechanical functions performed by each component include an electronic circuit, It may be implemented with various known elements or mechanical elements such as an integrated circuit or ASIC (Application Specific Integrated Circuit), and may be implemented separately or by integrating two or more into one.

Additionally, combinations of each block in the attached block diagram and each step in the flow diagram may be performed by computer program instructions. These computer program instructions can be mounted on the processor of a general-purpose computer, a special-purpose computer, a portable laptop computer, a network computer, a mobile device such as a smartphone, an online game service providing server, or other programmable data processing equipment, so that they can be used as a computer device or other program. The instructions, which are executed through the processor of the available data processing equipment, create a means of performing the functions described in each block of the block diagram or each step of the flow diagram described below.

These computer program instructions may also be stored in memory available to a computer device or in computer-readable memory that can be directed to the computer device or other programmable data processing equipment to implement a function in a particular manner, so that each block of the block diagram Alternatively, it is also possible to produce a product containing instruction means that perform the functions described in each step of the flow diagram. Since computer program instructions can also be mounted on a computer device or other programmable data processing equipment, a process for performing a series of operation steps on a computer device or other programmable data processing equipment is created, and each block and flow diagram of the block diagram is displayed. It is also possible to provide steps for executing the functions described in each step.

Hereinafter, embodiments of the present invention will be described in detail with reference to the attached drawings.

(Example 1-1) The present invention helps students who have studied textbooks, workbooks, and storybooks to summarize what they have learned on their own, thereby improving learning efficiency for the contents of the textbooks, workbooks, and storybooks. , relates to a method for supporting self-directed learning. The textbook is divided into a plurality of major chapters and a plurality of subunits that are lower units of the major chapters, and the contents are described, and the curriculum content described in the subunits is subdivided according to the content. A worksheet including a table of contents that guides the student by subdividing the contents of the previously studied textbook by providing hints, and blank spaces provided so that the student can summarize and write down the subject content corresponding to the table of contents; and a vertical central blank for writing a table of contents corresponding to the main unit, and horizontal side blanks located on the sides of the central blank so that the subject content written in the blanks of the worksheet and the table of contents can be written together. providing the worksheet using a mind map sheet including a so that a student who has studied the textbook can recall and review the subject matter described in the sub-unit; and providing the mind map sheet so that the student who has written a summary of the subject content in the blank space of the worksheet can synthesize and summarize a plurality of subject contents described in the main chapter of the textbook.

As shown in Figure 1, the experience of a student who has studied textbooks, workbooks, storybooks, etc., directly summarizing and writing down what he or she has learned provides a significant learning effect to the student. The present invention helps students acquire this experience more easily. This is explained in detail as follows.

First, as shown in Figures 2 and 3, textbooks studied by students are usually divided into a main chapter and sub-units, which are sub-units of the main chapter, and the contents are described. If the contents of these textbooks are summarized and organized, they can be written as shown in FIG. 4.

As shown in Figure 5, the present invention provides a table of contents that guides students by subdividing the content of textbooks they have already learned by subdividing and suggesting the subject content written in each subsection according to the content, and curriculum contents corresponding to the table of contents, as shown in Figure 5. Provide a worksheet with blank spaces for students to write summaries. Accordingly, students can review and recall what they have learned by directly writing down the content they have already learned in the blank spaces on the worksheet.

Once the student completes the worksheet for the sub-unit through this process, he or she can synthesize the contents of the sub-units learned so far and directly write the contents of the main unit as shown in FIG. 6. For this purpose, the present invention provides a mind map sheet as shown in FIG. 7.

The mind map sheet has a vertical central blank space for writing the table of contents corresponding to the main unit, and a horizontal side blank space located on the side of the central blank space so that the subject content and table of contents written in the blank spaces of the worksheet can be written together. Includes. Using this, the student can easily organize a mind map like the one shown in Figure 6. The mind map sheet may have only a central blank space as shown in FIGS. 8 and 9, respectively, or may be composed only in the form of grid paper. These differences can be appropriately changed depending on the type of subject or the number of subunits to be summarized.

(Example 2-1) The present invention includes the steps of the scanning unit 110 scanning the worksheet and the textbook on which the student summarizes the subject content; The OCR recognition unit 111 OCR-recognizes the content written in the worksheet and the scanned copy of the textbook and converts it into digital text; A textbook recognition unit 120 extracting keywords of subject content from a digital text copy of the textbook; A step where the worksheet recognition unit 130 searches the table of contents of the digital text copy of the worksheet for a table of contents matching the keyword extracted by the textbook recognition unit 120 and recognizes its location; When the position of the table of contents in the worksheet that matches the keyword of the textbook is recognized, the grading unit compares whether the text in the blank space next to the table of contents of the worksheet matches another keyword of the textbook; and the table of contents review unit 150 deleting the table of contents from the digital text copy of the worksheet and checking whether text matching the table of contents is input by the student.

Through the above process, the present invention can easily grade the contents written by the student on paper worksheets and mind map sheets, or provide a more macroscopic view of the learned contents.

(Example 2-2) In Example 2-1, the textbook recognition unit 120 extracts keywords of course content from a digital text copy of the textbook; the paragraph start recognition unit 121 performs the steps of: By recognizing the position of the first syllable of a text from a digital text copy of a textbook, if the first syllable of a text is located to the right of the first syllable of the text immediately above or below the text, the first syllable of the text is recognized as the starting point of the paragraph. step; The paragraph end recognition unit 122 recognizes periods and spaces from the digital text copy of the textbook, and if there is a space of three or more spaces after the period in a sentence, recognizing the period in the sentence as the end point of the paragraph; The sentence recognition unit 123 recognizes the first period as the starting point of the sentence in the digital text copy of the textbook and recognizes the second period, which is the first period after the first period, as the ending point of the sentence, and recognizes the first period and the second period as the ending point of the sentence. 2 Recognizing the text between periods as one sentence; The phrase recognition unit 124 recognizes the comma and the character before the comma from the digital text copy of the textbook, and if the character before the comma is any of 'as', 'as', 'go', and 'and', the Recognizing the text before the comma and the text after the comma as one phrase; The search deletion unit 125 selects 'eun', 'is', 'is', 'ga', 'as', 'as', 'eul', 'eul', 'and', Deleting 'is', 'is', 'say', 'is', 'is', 'is', 'do', and 'do'; and extracting, by the keyword extracting unit 126, text remaining in the copy of the digital text after the deleting step as a keyword.

The present invention can easily recognize textbook paragraphs through the paragraph start recognition unit 121 and the paragraph end recognition unit 122. The explanation is as follows using the third paragraph of Figure 3 as an example. First, since "ji", the first syllable of the 4th line, is located to the right of "eu", the first syllable of the 3rd line, or "ji", the first syllable of the 5th line, the present invention is the first syllable of the 4th line, “Ji” is recognized as the starting point of a paragraph. Next, since there is a space of three or more spaces after the period in “It is in a solid state,” the present invention recognizes the above period as the end point of the paragraph.

The present invention can easily recognize sentences in textbooks through the sentence recognition unit 123. The explanation is as follows using the second sentence of the third paragraph of Figure 3 as an example. First, in the first sentence of the 3rd paragraph, the period "It is separated." is recognized as the starting point of the sentence, and the period "It is about 5km," which is the first period after the above period, is recognized as the ending point of the sentence, and both periods are used. The text between is recognized as one sentence.

The present invention can easily recognize passages in a textbook through the passage recognition unit 124. The explanation is as follows using the second sentence of the third paragraph of Figure 3 as an example. Since “go” is located before the comma in “about 35 km,” the phrase recognition unit 124 recognizes the text before the comma and the text after the comma as one phrase.

The present invention performs preparatory work for extracting key keywords from the subject matter of the textbook through the search deletion unit 125. The explanation is as follows using the second sentence of the third paragraph of Figure 3 as an example. It is equivalent to “the average thickness of the continental crust is about 35 km, and the average thickness of the oceanic crust is about 5 km.” Here, the characters in ( ) are the characters to be deleted.

The present invention extracts key keywords from the subject matter of the textbook through the keyword extraction unit 126. The explanation is as follows using the second sentence of the third paragraph of Figure 3 as an example. It is equivalent to “Continent / Crust / Average / Thickness / About 35km / Ocean / Crust / Average / Thickness / About 5km”.

(Example 2-3) In Example 2-2, the worksheet recognition unit 130 matches the keyword extracted by the textbook recognition unit 120 from the table of contents of the digital text copy of the worksheet. A step of searching the table of contents and recognizing its location; the paragraph position matching unit selects the first keyword extracted from the first paragraph of the textbook recognized by the paragraph start recognition unit 121 and the paragraph end recognition unit 122. recognizing and searching for a first table of contents matching the first keyword in the digital text copy of the worksheet; The sentence position matching unit recognizes the second keyword extracted from the first sentence of the textbook recognized by the sentence recognition unit 123, and creates a first table of contents matching the second keyword in the digital text copy of the worksheet. Searching a second table of contents, which is a lower table of contents; And the passage position matching unit recognizes the third keyword extracted from the first passage of the textbook recognized by the passage recognition unit 124, and creates a second table of contents matching the third keyword in the digital text copy of the worksheet. It includes a step of searching the third table of contents, which is the lower table of contents.

The present invention recognizes the position of the worksheet to be compared with the subject matter of the textbook through the above-described process. The explanation is as follows, taking the second phrase of the second sentence of the third paragraph of Figure 3 as an example.

First, the paragraph position matching part contains the keywords of the 3rd paragraph: "Crust / Thickness / Thinnest / Continent / Crust / Ocean / Crust / Divided / Continent / Crust / Average / Thickness / About 35km / Ocean / Crust / Average / Thickness / About 5 km / Crust / Various rocks / Consisting of / Solid state", and match the keywords among these keywords in the first table of contents of the digital text copy of the worksheet, "Definition / Characteristics / Use / Crust / Mantle / Search for “outer core”. Here, since the matching first table of contents is “perception,” the paragraph position matching unit matches the third paragraph of the textbook to the position of “perception” in the worksheet.

Next, the sentence position matching unit recognizes the keywords in the second sentence of the third paragraph, “Continent / Crust / Average / Thickness / About 35km / Ocean / Crust / Average / Thickness / About 5km”, and matches any of these keywords. Search for keywords in the second table of contents of the digital text copy of the worksheet, “Appearance / Division / Thickness / Composition / Status.” Here, since the matching second table of contents is “thickness,” the sentence position matching unit matches the second sentence of the third paragraph of the textbook to the position of “thickness” in the worksheet.

Next, the phrase position matching unit recognizes the keywords in the second phrase of the second sentence of the third paragraph, “ocean / crust / average / thickness / about 5km”, and places the matching keywords among these keywords in the digital text of the worksheet. Search in the third table of contents of the manuscript, “Continents/Oceans.” Here, since the matching third table of contents is “ocean,” the phrase position matching unit matches the second phrase of the second sentence of the third paragraph of the textbook to the position of “ocean” in the worksheet.

(Example 2-4) In Example 2-3, when the position of the table of contents in the worksheet that matches the keyword of the textbook is recognized, the grading unit determines that the text in the blank next to the table of contents of the worksheet is that of the textbook. A step of comparing whether it matches another keyword; the error judgment unit 141 determines that the fourth, fifth, and sixth keywords extracted from the first paragraph, first sentence, and first phrase are the first keywords, respectively. Comparing whether the text in the blank space next to the table of contents, the second table of contents, or the third table of contents matches the text; and a step of the score calculation unit 142 calculating the number of matches between the fourth keyword, the fifth keyword, and the sixth keyword with the text in the blank space.

The present invention can easily identify a student's learning shortcomings through the above-described process. For this purpose, the error judgment unit 141 uses the first, second, and third contents extracted from the above-mentioned paragraphs, sentences, and phrases, and another keywords such as the fourth keyword, the fifth keyword, and the sixth keyword. Keywords are compared to see if they match the text in the blank space next to the first table of contents, second table of contents, and third table of contents.

For example, in the case of the second paragraph of Figure 3, the fourth keyword is "Seismic waves / (Use) / Discovered Earth's interior / As shown in Figure 1-2 / Crust, mantle, outer core, inner core / Can be distinguished", and the noon judgment unit (141) compares this to the text the student wrote in the space next to “Use,” the first table of contents.

In the case of the 3rd sentence of the 4th paragraph of Figure 3, the 5th keyword is "the / boundary between the crust and the / mantle / (the first scientist who discovered it) / the name of / after / the Mohorowičić discontinuity", and the noon judgment unit (141) Compare this to the text the student wrote in the space next to “First Scientist to Discover” in the second table of contents.

In the case of the 2nd phrase of the 2nd sentence of the 3rd paragraph, the 6th keyword is "(ocean) / crust / average / thickness / about 5km", and the noon judgment unit 141 divides it into the 3rd table of contents, "Ocean " Compare with the text the student wrote in the space next to it.

Thereafter, the score calculation unit 142 calculates the number of matches between the fourth keyword, fifth keyword, and sixth keyword with the text in the blank space.

(Example 2-5) In Example 2-4, the table of contents review unit 150 deletes the table of contents from the digital text copy of the worksheet and determines whether text matching the table of contents is input by the student. Checking; If the fourth keyword, fifth keyword, and sixth keyword all match the text in the blank space, the third table of contents review unit 153 selects the third table of contents from the digital text copy of the worksheet. deleting and checking whether text matching the third table of contents is input by the student; When text matching the third table of contents is input, the second table of contents review unit 152 deletes the second table of contents from the digital text copy of the worksheet, and selects a text matching the second table of contents by the student. checking whether text is entered; And when text matching the second table of contents is input, the first table of contents review unit 151 deletes the first table of contents from the digital text copy of the worksheet, and matches the table of contents with the first table of contents by the student. It includes the step of checking whether the text to be entered is entered.

The present invention allows students who have written all the correct answers in the blank spaces on the worksheet to additionally write down the table of contents through the above-described process, thereby providing a comprehensive view of the overall flow of the textbook's subject matter.

Afterwards, by providing a mind map sheet to the student as described above, the student can organize the contents of the sub-units learned so far and comprehensively write the contents of the main unit as shown in FIG. 6.

Meanwhile, the above-mentioned worksheet and mind map sheet can be printed directly on the tablet screen in addition to paper form, and can also be implemented in a form where the student writes text directly on the tablet. In this case, since digital text is directly input into the blank spaces of the worksheet, the scanning and OCR recognition processes of the worksheet through the above-described scanning unit 110 and OCR recognition unit 111 can be eliminated.

(Example 3-1) The present invention improves students' math learning efficiency by conveying the concept of four arithmetic operations to students using mathematics tools and allowing them to review what they have learned about four arithmetic operations using a mind map sheet. In a method for supporting self-directed mathematics learning, the mathematics tool is made of a rectangular fabric material and has an upper area 161, a central area 162, and a lower area 163 along the length direction. It is divided into, and wrinkles 164 are formed along the width direction between the upper area 161 and the central area 162 and between the central area 162 and the lower area 163, respectively, so that the lower area ( A foldable body 160 in which the central region 163 is folded to overlap the central region 162 and the central region 162 is folded to overlap the upper region 161; A pocket 165 provided in the central area 162 of the outer surface of the foldable body 160; A sticker 166 provided in the pocket 165 and having natural numbers from 1 to 150 written on it; A female snap button provided on the outer surface of the pocket 165; A strap cover 167 extending from the upper area 161 of the foldable body 160; a male snap button provided on the strap cover 167 and engaged with the female snap button when the foldable body 160 is in a folded state; A shoulder strap (168) extending from the strap cover (167); and a water array plate 169 provided on the inner surface of the foldable main body 160, wherein the water array plate 169 is arranged in 10 columns along the width direction and 15 rows along the length direction, so as to form a total of 15 rows. It consists of 150 rectangular compartments where the stickers 166 are individually attached and detachable; Among the boundaries forming the cell, a red baseline consisting of the boundaries of the 5th and 6th columns of the cell; Among the border lines forming the cell, a black first row reference line formed as a border between the fifth and sixth rows of the cell; And a pink second row reference line consisting of a border line between the 10th row and the 11th row of the box among the border lines forming the box, wherein the mind map sheet represents the content learned through the math tool. A vertical central blank space provided to write a table of contents; And a grid area located on the side of the central blank space and provided to write down details of content learned through the math tool; providing the math tool so that the student can learn the concept of four arithmetic operations. steps; and providing the mind map sheet so that a student who has learned the concept of four arithmetic operations through the mathematics tool can synthesize and summarize the content already learned.

The present invention can easily convey the concept of four arithmetic operations to students by using mathematical tools. Here, the math tool can be changed into a handbag-type bag as shown in Figure 11, making it easy for students to carry.

The math tool of the present invention is configured to be able to unfold the strap cover 167 aside, as shown in FIG. 12. In this case, the pocket 165 is provided with a sticker 166 with a natural number attached as shown in FIG. 13. The foldable body 160 is divided into an upper area 161, a central area 162, and a lower area 163 along the length direction, as shown in Figure 15, and the upper area 161 and the central area 162 Wrinkles 164 are formed along the width direction between and between the central area 162 and the lower area 163, so that they can be easily folded as shown in FIG. 14.

A water array plate 169 is provided on the inner surface of the foldable body 160, as shown in FIG. 15. The number array board 169 is configured so that stickers 166 can be attached as shown in FIG. 16, so that the concept of four arithmetic operations can be easily conveyed to students.

Meanwhile, among the boundaries of the number array board 169, the reference lines of the 5th and 6th columns are colored red, allowing students to easily distinguish how many spaces they move to the left and right. In addition, the first row standard between the 5th and 6th rows is colored black, and the second row standard between the 10th and 11th rows is colored pink, making it easy for students to know how many spaces they move up and down. It can be distinguished.

As shown in Figure 17, the mind map sheet of the present invention can write a table of contents representing the content learned through the math tool in the central blank space, and write details of the content learned through the math tool in the grid area. It is structured so that students who have learned the concept of four arithmetic operations through mathematics tools can synthesize and summarize what they have already learned. This mind map sheet can be used in the same way in an embodiment using a tablet, which will be described later. Of course, as in the above-described embodiment, the present invention can also use the worksheet shown in FIG. 29 to allow students to summarize what they have learned through the math tool.

(Example 4-1) The present invention includes the steps of the box management unit 180 creating square boxes arranged in 10 columns along the width direction and 1 to 15 rows along the length direction on the screen of the tablet; a step of the compartment color management unit 181 changing the 5th and 6th columns of the compartment to a first color; The addition teaching unit 182 performing a process to teach the student the addition operation of A + B = C (A, B, C are natural numbers) using the box; If the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to teach the student the subtraction operation of D - E = F (D, E, F are natural numbers). performing a process for; If the student passes the process by the subtraction teaching unit 183, the jumping number teaching unit 184 uses the box to tell the student Gn + H = Gn ₊₁ (Gn, H, Gn ₊₁ , n is a natural number) performing a process for teaching the number of jumps calculation; If the student passes the process by the number teaching unit 184, the arithmetic teaching unit 185 performs a process to teach the student arithmetic operations using the numbers themselves.

The present invention may also be implemented using a tablet, and specific examples of Example 4-1 will be described below.

(Example 4-2) In Example 4-1, the addition teaching unit 182 performs a process to teach the addition operation of A + B = C to the student using the box; The problem solving unit 186 outputs an addition problem of “A + B =” (A, B, A + B are natural numbers of 10 or less) on the screen of the tablet; A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet; A step of the front number generator 187 outputting a natural number A in the Ath column of the one row; A step of the column management unit 180 deleting the columns from the 1st to A-1st rows in the row; A step where the answer generator 188 repeatedly outputs the natural numbers A+B in the A-th column, alternating with the natural numbers A; The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student; When the natural number A+B output in the A-th cell is dragged and placed in a cell other than the A+B-th cell, the answer explanation unit 190 sequentially starts from 1 in the A+1th cell to the A+Bth cell. Outputting natural numbers up to B; When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number of 20 or less) outputting an addition problem; A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number A1 in the A1th column of the two rows; A step of the column management unit 180 deleting the columns from the 1st to A1-1th rows among the two rows; The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1; The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student; When the natural number A1+B1 output in the A1-th cell is dragged and placed in a cell other than the A1+B1-th cell, the answer interpreter 190 sequentially starts from 1 in the A1+1-th cell to the A1+B1-th cell. Outputting natural numbers up to B1; And when the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2 +B2 includes a step of outputting an addition problem of (a natural number less than or equal to 30).

The addition operation learning method of the present invention is explained with an example as follows. First, when the problem solving unit 186 outputs the addition problem of “5 + 3 =” on the screen of the tablet, the box management unit 180 creates a square arranged in 10 columns and 1 row as shown in FIG. 18. Create a space. Afterwards, the front number generator 187 outputs the natural number 5 in the 5th column, and the column management unit 180 deletes the 1st to 4th columns. Deletion of these boxes serves the function of preventing confusion among students.

Afterwards, the correct answer generator 188 outputs the correct answer, 8, in the fifth column, blinking alternately with the preceding number, 5. The student can drag the correct answer, 8, and move it to the 8th column, which is the correct answer. At this time, the scoring unit 189 checks whether the 8 in the 5th column is dragged and placed in the 8th column. Here, when the student drags and places the correct answer, 8, into another cell, the answer interpreter 190 sequentially outputs natural numbers from 1 to 3 from the 6th to the 8th cell, as shown in FIG. 19. . Through this, students can easily recognize the concept of +3.

When the student drags and places the correct answer, 8, into the 8th column, the problem solving unit 186 outputs a more difficult problem, the addition problem of “7 + 6 =”. In this case, the cell management unit 180 creates a square cell arranged in 10 columns and 2 rows as shown in FIG. 20, and the front number generator 187 outputs the natural number 7 in the 7th cell. , the compartment management unit 180 deletes the 1st to 6th columns.

Afterwards, the correct answer generator 188 outputs the correct answer, 13, in the 7th column, blinking alternately with the previous number, 7. If the student drags 13, which is the correct answer, and moves it to the 13th column, which is the correct answer, as shown in FIG. 20, the problem assignment unit 186 can output a more difficult problem, an addition problem of 30 or less, and the subsequent process is as described above. It's the same as the process.

(Example 4-3) In Example 4-1, if the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to teach the student D - E = A step of performing a process for teaching the subtraction operation of F (D, E, F is a natural number); the problem question unit 186 displays "D - E =" (D, E, D-E is a natural number) on the screen of the tablet. A step of outputting a subtraction problem of (a natural number less than or equal to 10); A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet; A step of the front number generator 187 outputting a natural number D in the D column of the one row; A step of the column management unit 180 deleting the 10th to D+1 columns in the one row; A step where the answer generator 188 repeatedly outputs natural numbers D-E in the D column, alternating with the natural numbers D; The grading unit 189 checks whether the natural numbers D-E output in the D-th column are dragged and placed in the D-E-th column by the student; When the natural number D-E output in the D-th cell is dragged and placed in a cell other than the D-E-th cell, the answer interpreter 190 sequentially outputs natural numbers from 1 to E from the D-1th cell to the D-Eth cell. steps; When the natural number D-E output in the D-th column is dragged and placed in the D-E-th column, the problem solving unit 186 displays "D1 - E1 =" (D1, E1, D1-E1 is 20 or less) on the screen of the tablet. A step of outputting a subtraction problem of a natural number of); A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet; The front number generator 187 outputting a natural number D1 in the D1 column of the two rows; A step of the compartment management unit 180 deleting the 20th to D1+1 columns among the two rows; A step of the answer generator 188 repeatedly outputting natural numbers D1-E1 in the D1th column alternately with the natural numbers D1; The grading unit 189 checks whether the natural numbers D1-E1 output in the D1-th column are dragged and placed in the D1-E1-th column by the student; When the natural number D1-E1 output in the D1-th cell is dragged and placed in a cell other than the D1-E1-th cell, the answer explanation unit 190 sequentially starts from 1 in the D1-1th cell to the D1-E1th cell. Outputting natural numbers up to E1; And when the natural number D1-E1 output in the D1-th column is dragged and placed in the D1-E1-th column, the problem solving unit 186 displays "D2 - E2 =" (D2,E2,D2) on the screen of the tablet. -E2 includes a step of outputting a subtraction problem of (a natural number less than or equal to 30).

The method for learning the subtraction operation of the present invention is explained with an example as follows. First, when the problem solving unit 186 outputs a subtraction problem of “5 - 3 =” on the screen of the tablet, the box management unit 180 creates a square arranged in 10 columns and 1 row as shown in FIG. 21. Create a space. Afterwards, the front number generator 187 outputs the natural number 5 in the 5th column, and the column management unit 180 deletes the 10th to 6th columns. Deletion of these boxes serves to prevent confusion when students learn subtraction.

Afterwards, the correct answer generator 188 outputs the correct answer, 2, in the fifth column, blinking alternately with the preceding number, 5. The student can drag the correct answer, 2, and move it to the second correct answer column. At this time, the scoring unit 189 checks whether the 2 in the 5th column is dragged into the 2nd column. Here, when the student drags the correct answer, 2, to another cell, the answer interpreter 190 sequentially outputs natural numbers from 1 to 3 from the 4th cell to the 2nd cell, as shown in FIG. 22. . Through this, students can easily recognize the concept of -3.

When the student drags and places the correct answer, 2, into the second column, the problem solving unit 186 outputs a more difficult problem, the subtraction problem of “18 - 12 =”. In this case, the cell management unit 180 creates a square cell arranged in 10 columns and 2 rows as shown in FIG. 23, and the front number generator 187 outputs the natural number 18 in the 18th cell. , the compartment management unit 180 deletes the 20th to 19th columns.

Afterwards, the correct answer generator 188 outputs the correct answer, 6, in the 18th column, blinking alternately with the previous number, 18. If the student drags 6, which is the correct answer, and moves it to the 6th column, which is the correct answer, as shown in FIG. 23, the problem question section 186 can output a more difficult problem, a subtraction problem of 30 or less, and the subsequent process is as described above. It's the same as the process.

(Example 4-4) In Example 4-1, if the student passes the process by the subtraction teaching unit 183, the subtraction teaching unit 184 uses the box to give the student Gn + H = A step of performing a process for teaching the operation of the jump number of Gn _{+ 1} (Gn, H, Gn _{+ 1} , n is a natural number); the problem question unit 186 displays "Gn + H =" ( A step of outputting a jump number problem of (Gn, H, Gn + H, n is a natural number); A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number Gn in the Gnth column of the 15 rows; A step of the column management unit 180 deleting the columns from the 1st to the Gn-1th rows among the 15 rows; A step of the answer generator 188 repeatedly outputting a natural number Gn+H in the Gn-th column alternately with the natural number Gn; The grading unit 189 checks whether the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column by the student; remind When the natural number Gn+H output in the Gn-th cell is dragged and placed in a cell other than the Gn+H-th cell, the answer explanation unit 190 sequentially displays numbers from 1 to H from the Gn+1-th cell to the Gn+H-th cell. Outputting natural numbers up to; When the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column, the problem solving unit 186 displays "Gn ₊₁ + H =" (Gn ₊₁ = Step of outputting the number of jumps problem of Gn + H); A step of the front number generator 187 outputting the natural number Gn ₊₁ in the Gn ₊ 1th column of the 15 rows; A step of the answer generator 188 repeatedly outputting the natural number Gn ₊₁ +H in the Gn ₊₁ -th column alternately with the natural number Gn ₊₁ ; The grading unit 189 checks whether the natural number Gn ₊₁ +H output in the Gn ₊₁ -th column is dragged and placed in the Gn ₊₁ +H-th column by the student; And when the natural number Gn ₊₁ +H output in the Gn ₊₁ -th column is dragged and placed in the Gn ₊₁ +H-th column, the cell color management unit 181 selects Gn ₊ m among all cells in the 15 rows. It includes changing the second cell (Gn ₊ m ₊₁ = Gn ₊ m + H, where m is a natural number including 0) to the second color.

The method of learning the number of runs of the present invention will be explained with an example as follows. Here, a jump number refers to an operation that repeatedly adds the same number to the previous number.

First, the problem solving unit 186 outputs a jump number problem of “3 + 8 =” on the tablet screen. Thereafter, the cell management unit 180 creates a square cell arranged in 10 columns and 15 rows as shown in FIG. 24 on the screen of the tablet, and the front number generator 187 creates the natural number 3 in the third cell. Outputs .

Afterwards, the correct answer generator 188 outputs the correct answer, 11, in the third column, blinking alternately with the preceding number, 3. Students can drag the correct answer, 11, and move it to the 11th correct answer box. Afterwards, the scoring unit 189 checks whether the natural number 11 output in the 3rd column is dragged and placed in the 11th column by the student.

Here, when the correct answer, 11, displayed in the 3rd column, is dragged and placed in the 11th column as shown in FIG. 24, the problem question unit 186 outputs a jump number problem of "11 + 8 =". Afterwards, the front number generator 187 outputs 11 in the 11th column, and the correct answer generator 188 outputs the correct answer, 19, in the 11th column alternately with 11 as if blinking. Afterwards, the scoring unit 189 checks whether the correct answer 19 output in the 11th column is dragged and placed in the 19th column by the student.

Here, when the correct answer 19 is dragged and placed in the 19th cell, the cell color management unit 181 outputs the second color to the cell corresponding to the jump number of 8 among all cells of the number array board, as shown in FIG. 25. As a result, students can easily recognize that the multiplication operation has a certain pattern, and through this, the basic concept of the multiplication operation can be easily conveyed to the student. For example, in the example above, if the first number starts with 8 instead of 3, this corresponds to the 8th column of the multiplication table. In this way, by appropriately adjusting the first number and the number of steps, you can easily understand the 1st to 9th column of the multiplication table.

(Example 4-5) In Example 4-1, if the student passes the process by the number teaching unit 184, the arithmetic teaching unit 185 is used to teach the student arithmetic using the numbers themselves. A step of performing the process; a step of the problem solving unit 186 outputting an addition problem of “A + B =” (A, B, A + B are natural numbers of 150 or less) on the screen of the tablet; A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet; A step of the front number generator 187 outputting a natural number A in the Ath column of the 15 rows; A step in which the compartment management unit 180 merges the A-1st compartment, the Ath compartment, and the A+1th compartment to create one compartment; A step of the answer generator 188 repeatedly outputting the natural numbers A+B in the A-th column alternately with the natural numbers A; The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student; When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number of 150 or less) outputting an addition problem; A step of the front number generator 187 outputting a natural number A1 in the A1th column of the 15 rows; A step in which the compartment management unit 180 merges the A1-2th column, the A1-1st column, the A1th column, the A1+1th column, and the A1+2th column to create one column; The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1; The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student; When the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2+ B2 is a natural number of 150 or less) outputting an addition problem; A step in which the compartment management unit 180 merges the A2-2th column, the A2-1st column, the A2th column, the A2+1th column, and the A2+2th column to create one column; The front number generator 187 randomly selects one of the A2-2th column, A2-1st column, A2th column, A2+1st column, and A2+2th column, and randomly selects Outputting the natural number A2 in the box; A step of the answer generator 188 repeatedly outputting the natural numbers A2+B2 in the randomly selected box, alternating with the natural numbers A2; and a step where the grading unit 189 checks whether the natural number A2+B2 output in the randomly selected cell is dragged and placed in the A2+B2th cell by the student.

The next level arithmetic learning method of the present invention will be explained with an example. Students will easily learn the general arithmetic calculation method using the numbers themselves based on the calculation learning method below.

First, the problem solving unit 186 outputs an addition problem of “13 + 22 =” on the tablet screen. Afterwards, the front number generator 187 outputs the natural number 13 in the 13th column as shown in FIG. 26, and the column management unit 180 merges the 12th column, 13th column, and 14th column to create one Create a space. Afterwards, the correct answer generator 188 outputs the correct answer, 35, in the 13th column, blinking alternately with 13.

Afterwards, the scoring unit 189 checks whether the correct answer 35 output in the 13th column is dragged by the student to the 35th column and, if it passes, the question assignment section 186 adds "24 + 23 =" again. Print the problem. Afterwards, the front number generator 187 outputs the natural number 24 in the 24th column as shown in FIG. 27, and the cell management unit 180 outputs the natural number 24 in the 22nd column, 23rd column, 24th column, 25th column, Merge the 26th cell to create one cell. Afterwards, the correct answer generator 188 outputs the correct answer, 47, in the 24th column, blinking alternately with 24.

Afterwards, when the correct answer 47 displayed in the 24th column is dragged and placed in the 47th column by the student, the problem solving unit 186 outputs the addition problem of "24 + 23 =" again. Afterwards, the compartment management unit 180 generates one compartment by merging the 22nd compartment, 23rd compartment, 24th compartment, 25th compartment, and 26th compartment as shown in FIG. 28, and the front number generator ( 187) randomly selects one of the 22nd, 23rd, 24th, 25th, and 26th cells, and outputs the natural number 24 in the randomly selected cell (here, the 26th cell).

Afterwards, the correct answer generation unit 188 outputs the correct answer, 47, in the 26th cell alternately with 24, as if blinking, and the scoring unit 189 checks whether the correct answer, 47, is dragged and placed in the 47th cell by the student. According to this, since the first number 24 is displayed in the 26th column rather than the 24th column that matches it, the student cannot solve the problem by counting the number of columns as many as 23 and skipping one by one, and also the columns are merged. As a result, you can gradually break away from the habit of relying only on the number of cells, and eventually learn the basics of general arithmetic calculations using the numbers themselves.

In this specification and drawings, preferred embodiments of the present invention are disclosed, and although specific terms are used, they are used only in a general sense to easily explain the technical content of the present invention and aid understanding of the present invention. There is no intention to limit the scope. It is obvious to those skilled in the art that in addition to the embodiments disclosed herein, other modifications based on the technical idea of the present invention can be implemented.

110: scanning unit
120: Textbook recognition department
130: Worksheet recognition unit
140: Grading book
150: Table of contents review section
160: Foldable body

Claims (6)

Supports self-directed math learning that can improve students' math learning efficiency by conveying concepts about the four basic operations to students using math tools and reviewing what they have learned about the four basic operations using mind map sheets. In the method for doing so,
The math school district is,
It is made of a rectangular fabric material and is divided along the length direction into an upper area 161, a central area 162, and a lower area 163, between the upper area 161 and the central area 162 and in the center. Wrinkles 164 are formed along the width direction between the region 162 and the lower region 163, so that the lower region 163 is folded to overlap the central region 162, and the central region 162 is again folded. A foldable body 160 that is folded to overlap the upper area 161;
A pocket 165 provided in the central area 162 of the outer surface of the foldable body 160;
A sticker 166 provided in the pocket 165 and having natural numbers from 1 to 150 written on it;
A female snap button provided on the outer surface of the pocket 165;
A strap cover 167 extending from the upper area 161 of the foldable body 160;
a male snap button provided on the strap cover 167 and engaged with the female snap button when the foldable body 160 is in a folded state;
A shoulder strap (168) extending from the strap cover (167); and
It includes; a water array plate 169 provided on the inner surface of the foldable body 160,
The water array plate 169 is,
Rectangular compartments arranged in 10 columns along the width direction and 15 rows along the length direction, for a total of 150, to which the stickers 166 are individually and detachably attached;
Among the boundaries forming the cell, a red baseline consisting of the boundaries of the 5th and 6th columns of the cell;
Among the border lines forming the cell, a black first row reference line formed as a border between the fifth and sixth rows of the cell; and
Among the border lines forming the cell, a pink second row reference line is formed as a border between the 10th and 11th rows of the cell,
The mind map sheet is,
A vertical central blank space provided to write a table of contents representing the content learned through the math tool; and
Including a grid area located on the side of the central blank space and provided to write down details of content learned through the math tool,
Providing the mathematical tools so that students can learn the concept of four arithmetic operations; and
A self-directed learning support method including providing the mind map sheet so that a student who has learned the concept of four arithmetic operations through the mathematics tool can synthesize and summarize the content already learned. ◈Claim 2 was abandoned upon payment of the setup registration fee.◈ In claim 1,
A step of the box management unit 180 creating square boxes arranged in 10 columns along the width direction and 1 to 15 rows along the length direction on the screen of the tablet;
a step of the compartment color management unit 181 changing the 5th and 6th columns of the compartment to a first color;
The addition teaching unit 182 performing a process to teach the student the addition operation of A + B = C (A, B, C are natural numbers) using the box;
If the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to teach the student the subtraction operation of D - E = F (D, E, F are natural numbers). performing a process for;
If the student passes the process by the subtraction teaching unit 183, the jumping number teaching unit 184 uses the box to tell the student Gn + H = Gn ₊₁ (Gn, H, Gn ₊₁ , n is a natural number) performing a process for teaching the number of jumps calculation;
When the student passes the process by the number teaching unit 184, the arithmetic teaching unit 185 performs a process to teach the student an operation using the numbers themselves. A self-directed learning support method comprising a. ◈Claim 3 was abandoned upon payment of the setup registration fee.◈ In claim 2,
The addition teaching unit 182 performs a process to teach the addition operation of A + B = C to the student using the box;
The problem solving unit 186 outputs an addition problem of “A + B =” (A, B, A + B are natural numbers of 10 or less) on the screen of the tablet;
A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet;
A step of the front number generator 187 outputting a natural number A in the Ath column of the one row;
A step of the column management unit 180 deleting the columns from the 1st to A-1st rows in the row;
A step of the answer generator 188 repeatedly outputting the natural numbers A+B in the A-th column alternately with the natural numbers A;
The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student;
When the natural number A+B output in the A-th cell is dragged and placed in a cell other than the A+B-th cell, the answer explanation unit 190 sequentially starts from 1 in the A+1th cell to the A+Bth cell. Outputting natural numbers up to B;
When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number of 20 or less) outputting an addition problem;
A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet;
A step of the front number generator 187 outputting a natural number A1 in the A1th column of the two rows;
A step of the column management unit 180 deleting the columns from the 1st to A1-1th rows among the two rows;
The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1;
The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student;
When the natural number A1+B1 output in the A1-th cell is dragged and placed in a cell other than the A1+B1-th cell, the answer interpreter 190 sequentially starts from 1 in the A1+1-th cell to the A1+B1-th cell. Outputting natural numbers up to B1; and
When the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2+ A self-directed learning support method including the step of outputting an addition problem (B2 is a natural number of 30 or less). ◈Claim 4 was abandoned upon payment of the setup registration fee.◈ In claim 2,
If the student passes the process by the addition teaching unit 182, the subtraction teaching unit 183 uses the box to teach the student the subtraction operation of D - E = F (D, E, F are natural numbers) Steps of performing a process to:
A problem solving unit 186 outputting a subtraction problem of “D - E =” (D, E, DE are natural numbers less than 10) on the screen of the tablet;
A step of the box management unit 180 creating square boxes arranged in 10 columns and 1 row on the screen of the tablet;
A step of the front number generator 187 outputting a natural number D in the D column of the one row;
A step of the column management unit 180 deleting the 10th to D+1 columns in the one row;
A step of the answer generator 188 repeatedly outputting the natural number DE in the D column alternately with the natural number D;
The grading unit 189 checks whether the natural number DE output in the D column is dragged and placed in the DE column by the student;
When the natural number DE output in the D-th cell is dragged and placed in a cell other than the DE-th cell, the answer interpretation unit 190 sequentially outputs natural numbers from 1 to E from the D-1th cell to the DE-th cell. steps;
When the natural number DE output in the D column is dragged and placed in the DE column, the problem solving unit 186 displays "D1 - E1 =" (D1, E1, D1 - E1 are 20 or less) on the screen of the tablet. A step of outputting a subtraction problem of a natural number of);
A step of the box management unit 180 creating a square box arranged in 10 columns and 2 rows on the screen of the tablet;
The front number generator 187 outputting a natural number D1 in the D1 column of the two rows;
A step of the compartment management unit 180 deleting the 20th to D1+1 columns among the two rows;
A step of the answer generator 188 repeatedly outputting natural numbers D1-E1 in the D1th column, alternating with the natural numbers D1;
The grading unit 189 checks whether the natural numbers D1-E1 output in the D1-th column are dragged and placed in the D1-E1-th column by the student;
When the natural number D1-E1 output in the D1-th cell is dragged and placed in a cell other than the D1-E1-th cell, the answer explanation unit 190 sequentially starts from 1 in the D1-1th cell to the D1-E1th cell. Outputting natural numbers up to E1; and
When the natural number D1-E1 output in the D1-th column is dragged and placed in the D1-E1-th column, the problem solving unit 186 displays "D2 - E2 =" (D2, E2, D2- A self-directed learning support method including the step of outputting a subtraction problem (E2 is a natural number less than 30). ◈Claim 5 was abandoned upon payment of the setup registration fee.◈ In claim 2,
If the student passes the process by the subtraction teaching unit 183, the jumping number teaching unit 184 uses the box to tell the student Gn + H = Gn ₊₁ (Gn, H, Gn _{+ 1} , n is a natural number ) A step of performing a process for teaching the calculation of the number of jumps;
The problem solving unit 186 outputs a jump number problem of “Gn + H =” (Gn, H, Gn + H, n are natural numbers) on the screen of the tablet;
A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet;
A step of the front number generator 187 outputting a natural number Gn in the Gnth column of the 15 rows;
A step of the column management unit 180 deleting the columns from the 1st to the Gn-1th rows among the 15 rows;
A step of the answer generator 188 repeatedly outputting a natural number Gn+H in the Gn-th column alternately with the natural number Gn;
The grading unit 189 checks whether the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column by the student;
remind When the natural number Gn+H output in the Gn-th cell is dragged and placed in a cell other than the Gn+H-th cell, the answer explanation unit 190 sequentially displays numbers from 1 to H from the Gn+1-th cell to the Gn+H-th cell. Outputting natural numbers up to;
When the natural number Gn+H output in the Gn-th column is dragged and placed in the Gn+H-th column, the problem solving unit 186 displays "Gn ₊₁ + H =" (Gn ₊₁ = Step of outputting the number of jumps problem of Gn + H);
A step of the front number generator 187 outputting the natural number Gn ₊₁ in the Gn ₊ 1th column of the 15 rows;
A step of the answer generator 188 repeatedly outputting the natural number Gn ₊₁ +H in the Gn ₊₁ -th column alternately with the natural number Gn ₊₁ ;
The grading unit 189 checks whether the natural number Gn ₊₁ +H output in the Gn ₊₁ -th column is dragged and placed in the Gn ₊₁ +H-th column by the student; and
When the natural number Gn ₊₁ +H output in the Gn ₊ 1-th cell is dragged and placed in the Gn ₊₁ +H-th cell, the cell color management unit 181 selects the Gn ₊ m-th cell among all the cells in the 15 rows. A self-directed learning support method including the step of changing a cell (Gn ₊ m ₊₁ = Gn ₊ m + H, m is a natural number including 0) to a second color. ◈Claim 6 was abandoned upon payment of the setup registration fee.◈ In claim 2,
If the student passes the process by the number teaching unit 184, the arithmetic teaching unit 185 performs a process to teach the student arithmetic operations using the numbers themselves;
The problem solving unit 186 outputs an addition problem of “A + B =” (A, B, A + B are natural numbers of 150 or less) on the screen of the tablet;
A step of the box management unit 180 creating square boxes arranged in 10 columns and 15 rows on the screen of the tablet;
A step of the front number generator 187 outputting a natural number A in the Ath column of the 15 rows;
A step in which the compartment management unit 180 merges the A-1st compartment, the Ath compartment, and the A+1th compartment to create one compartment;
A step where the answer generator 188 repeatedly outputs the natural numbers A+B in the A-th column, alternating with the natural numbers A;
The grading unit 189 checks whether the natural number A+B output in the A-th column is dragged and placed in the A+B-th column by the student;
When the natural number A+B output in the A-th column is dragged and placed in the A+B-th column, the problem solving unit 186 displays “A1 + B1 =” (A1, B1, A1+ B1 is a natural number less than 150) outputting an addition problem;
A step of the front number generator 187 outputting a natural number A1 in the A1th column of the 15 rows;
A step in which the compartment management unit 180 merges the A1-2th column, the A1-1st column, the A1th column, the A1+1th column, and the A1+2th column to create one column;
The answer generator 188 repeatedly outputting the natural numbers A1+B1 in the A1th column, alternating with the natural numbers A1;
The grading unit 189 checks whether the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column by the student;
When the natural number A1+B1 output in the A1-th column is dragged and placed in the A1+B1-th column, the problem solving unit 186 displays "A2 + B2 =" (A2, B2, A2+ B2 is a natural number of 150 or less) outputting an addition problem;
A step in which the compartment management unit 180 merges the A2-2th column, the A2-1st column, the A2th column, the A2+1th column, and the A2+2th column to create one column;
The front number generator 187 randomly selects one of the A2-2th column, A2-1st column, A2th column, A2+1st column, and A2+2th column, and randomly selects Outputting the natural number A2 in the box;
A step of the answer generator 188 repeatedly outputting the natural numbers A2+B2 in the randomly selected box, alternating with the natural numbers A2; and
A self-directed learning support method including a step of the grading unit 189 checking whether the natural number A2+B2 output in the randomly selected cell is dragged and placed in the A2+B2th cell by the student.