KR102603441B1 - Mathematics learning materials with improved learning effects and recording media recording them - Google Patents

Abstract

A mathematics learning textbook and recording medium that uses diagrams to help users intuitively understand number recognition, thereby encouraging them to learn the four arithmetic operations using numbers with an essential understanding of the meaning of each number. provides.
The mathematics learning material according to one aspect of the present invention is composed of a plurality of dots to represent part or the entire shape of the first learning target number and is configured to sequentially allow the user to recognize the shape and concept of the first learning target number. 1 A first learning unit including a number recognition unit and a table unit arranged on the same page as the first number recognition unit and configured to display a diagram of the number corresponding to the first learning target number and corresponding to the first learning target number It is configured to re-recognize the second learning target number to the user, and includes a second learning unit configured to provide practice information representing arithmetic operations between numbers and diagrams in which the second learning target number is given as a correct answer or given as a calculation factor. do.

Description

Mathematics learning textbooks with improved learning effectiveness and recording media recording them {MATHEMATICS LEARNING MATERIALS WITH IMPROVED LEARNING EFFECTS AND RECORDING MEDIA RECORDING THEM}

The present invention relates to a mathematics learning textbook and a recording medium recording the same. More specifically, it relates to a mathematics learning textbook capable of maximizing learning effects by improving the user's intuition for number recognition using diagrams, and a recording medium recording the same. will be.

In general, children are taught addition and subtraction among the four basic operations that form the basis of mathematics. The most widely used method for learning four basic operations is to write the numbers and operation symbols for addition and subtraction on the blackboard and then teach the children We adopt a method of learning by making calculations and finding the correct answer. In addition, there is a method of learning calculations by singing the numbers and operation symbols in question out loud.

However, in this conventional learning method, numbers with symbolic meaning are simply memorized and then moved on to the four arithmetic operations process, so learning four arithmetic operations can be done without an intuitive understanding of the meaning of each number. There is a problem in which ability improvement cannot be maximized.

The present invention was created to solve the above-mentioned problems. It utilizes diagrams to help users intuitively understand number recognition, and through this, the four basic operations using numbers are achieved with an essential understanding of the meaning of each number. The purpose is to provide mathematics learning materials that encourage learning and recording media that record them.

However, the technical problems to be solved by the present invention are not limited to the above-mentioned problems, and other problems not mentioned will be clearly understood by those skilled in the art from the description of the invention described below.

The mathematics learning material according to one aspect of the present invention is composed of a plurality of dots to represent part or the entire shape of the first learning target number and is configured to sequentially allow the user to recognize the shape and concept of the first learning target number. 1 A first learning unit including a number recognition unit and a table unit arranged on the same page as the first number recognition unit and configured to display a diagram of the number corresponding to the first learning target number and corresponding to the first learning target number It is configured to re-recognize the second learning target number to the user, and includes a second learning unit configured to provide practice information representing arithmetic operations between numbers and diagrams in which the second learning target number is given as a correct answer or given as a calculation factor. do.

Preferably, the first number recognition unit is arranged on a different page from the partial number recognition unit and the partial number recognition unit configured to represent a partial shape of the first object number to be learned, and recognizes the overall shape of the number to be learned. It may include a full number recognition unit configured to display.

Preferably, the first learning object number is a natural number between 1 and 10, and the first learning unit corresponds to the first learning object number or a natural number in a certain range exceeding the range of the first learning object number. It may further include a second number recognition unit that displays a table of numbers and blank spaces side by side on the same page.

Preferably, the second number recognition unit may be configured differently for each page of the mathematics learning textbook.

Preferably, the first learning unit is arranged on the same page as the second number recognition unit, and includes a range of the first learning target number and an overall shape of a certain range of natural numbers exceeding the range of the first learning target number. It may further include a third number recognition unit sequentially indicating.

Preferably, the first learning unit further includes a fourth number recognition unit consisting of a plurality of sets in which a certain number of diagrams and the first learning target numbers in a range of less than or equal to the number of diagrams are arranged side by side as one set; , Within one set of the fourth number recognition unit, the first learning target number may be configured to correspond or not correspond to the number of the table.

Preferably, the fourth number recognition unit may be configured differently for each page of the mathematics learning textbook.

Preferably, the third number recognition unit may be placed on the same page as the fourth number recognition unit.

Preferably, the second learning target number is a natural number between 1 and 10, and the second learning unit includes a first number information display unit configured to display information about the second learning target number, and the first number information display unit. and a first number re-recognition unit arranged on the same page and configured to randomly display natural numbers from the number 0 to the second learning target number, wherein the first number re-recognition unit is configured to randomly display natural numbers from the number 0 to the second learning target number. It includes blank spaces placed at the bottom of the natural numbers up to and may be configured differently for each page of the mathematics learning textbook.

Preferably, the second learning unit further includes a first number operation practice information providing unit configured to provide practice information representing the four arithmetic operations between numbers and a diagram in which the second learning target number is given as a correct answer or given as a calculation factor, , the first number operation practice information providing unit may be configured differently for each page of the mathematics learning textbook.

Preferably, the second learning unit further includes a second number operation practice information providing unit configured to provide practice information representing the four arithmetic operations between the numbers where the second learning target number is given as a correct answer or a number given as a calculation factor, and , the second number operation practice information provision unit is arranged on the same page as the first number operation practice information provision unit, and may be configured differently for each page of the mathematics learning textbook.

Preferably, the mathematics learning material is configured to make the user recognize the second learning object number and a third learning object number that is a natural number in a certain range exceeding the range of the second learning object number, and the second learning object number is A third lesson configured to provide practice information representing arithmetic operations between numbers and diagrams in which the learn object number or the third learn object number is given as a calculation factor or the second learn object number or the third learn object number is given as the correct answer. It can include more wealth.

Preferably, the third learning unit includes a second number information display unit configured to display information about the number 10, is arranged on the same page as the second number information display unit, and randomly displays natural numbers from 0 to 10. a second number re-recognition unit configured to: and a table and numbers in which the second learning target number or the third learning target number is given as a calculation factor or the second learning target number or the third learning target number is given as a correct answer. A third number operation practice information providing unit configured to provide practice information representing an operation, and the second learning object number or the third learning object number is given as a calculation factor or the second learning object number or the third learning object A fourth number operation practice information provision unit configured to provide practice information representing the four arithmetic operations between numbers and numbers given as the correct answer, and a set of natural numbers containing multiples of each natural number for each natural number from numbers 2 to 9. It may include a multiple recognition unit configured to be displayed on the same page.

Preferably, the second number recognition unit includes a blank space arranged at the bottom of the natural numbers from 0 to 10, and is configured differently for each page of the mathematics learning textbook, and the third number operation practice information providing unit includes, Each page of the mathematics learning textbook is configured differently, and the fourth number operation practice information providing unit is arranged on the same page as the third number calculation practice information providing unit, and may be configured differently for each page of the mathematics learning textbook. there is.

A recording medium readable by an electronic device according to one aspect of the present invention may be one on which the mathematics learning textbook is recorded.

According to an embodiment of the present invention, diagrams are used to help the user's intuitive understanding of number recognition, to induce repetitive learning of recognized numbers, and to recognize numbers with an essential understanding of the meaning of each number. Learning of four basic arithmetic operations can be done. Accordingly, the user's number learning effect can be maximized.

In addition, various other additional effects can be achieved by various embodiments of the present invention. These various effects of the present invention will be described in detail in each embodiment, or descriptions of effects that can be easily understood by those skilled in the art will be omitted.

The following drawings attached to this specification illustrate preferred embodiments of the present invention, and serve to further understand the technical idea of the present invention together with the detailed description of the invention described later. Therefore, the present invention includes the matters described in such drawings. It should not be interpreted as limited to only .
1 and 2 are diagrams showing an example of a first learning unit of a mathematics learning textbook according to an embodiment of the present invention.
Figure 3 is a diagram showing an example of a second learning unit of a mathematics learning textbook according to an embodiment of the present invention.
Figures 4 and 5 are diagrams showing the first number recognition unit provided in the first learning unit of Figure 1.
FIGS. 6 and 8 are diagrams showing a second number recognition unit provided in the first learning unit of FIG. 1.
FIG. 9 is a diagram showing a third number recognition unit provided in the first learning unit of FIG. 1.
FIGS. 10 and 11 are diagrams showing a fourth number recognition unit provided in the first learning unit of FIG. 1.
Figures 12 and 13 are diagrams showing the first number information display unit and the first number re-recognition unit provided in the second learning unit of Figure 3.
Figures 14 to 17 are diagrams showing the first number operation practice information providing unit provided in the second learning unit of Figure 3.
Figure 18 is a diagram showing an example of a third study unit of a mathematics learning textbook according to an embodiment of the present invention.
Figures 19 and 20 are diagrams showing the second number information display unit and the second number re-recognition unit provided in the third learning unit of Figure 18.
Figures 21 to 24 are diagrams showing the third number calculation practice information providing unit and the fourth number calculation practice information providing unit provided in the third learning unit of Figure 18.
FIG. 25 is a diagram showing a multiple recognition unit provided in the third learning unit of FIG. 18.

Hereinafter, preferred embodiments of the present invention will be described in detail with reference to the attached drawings. Prior to this, the terms or words used in this specification and claims should not be construed as limited to their usual or dictionary meanings, and the inventor must appropriately use the concept of terms to explain his or her invention in the best way. It must be interpreted as meaning and concept consistent with the technical idea of the present invention based on the principle of definability.

Therefore, the embodiments described in this specification and the configurations shown in the drawings are only one of the most preferred embodiments of the present invention and do not entirely represent the technical idea of the present invention, so at the time of filing the present application, various options that can replace them are available. It should be understood that equivalents and variations may exist.

Figures 1 and 2 are diagrams showing an example of the first learning unit 100 of the mathematics learning material 10 according to an embodiment of the present invention, and Figure 3 is a diagram showing an example of the mathematics learning material (100) according to an embodiment of the present invention. This is a diagram showing an example of the second learning unit 200 of 10).

Referring to FIGS. 1 to 3 , the mathematics learning material 10 according to an embodiment of the present invention may include a first learning unit 100 and a second learning unit 200.

The first learning unit 100 may include a first number recognition unit 110 and a table unit 120.

The first number recognition unit 110 is composed of a plurality of dots to represent part or the entire shape of the first number to be learned and can be configured to sequentially recognize the shape and concept of the number to be learned by the user. there is. As an example, the first learning target number may be a natural number between 1 and 10.

Here, the user may refer to an infant or child who is learning numbers and arithmetic operations for the first time. Additionally, the user can recognize the shape and concept of the first learning target number by connecting multiple dots of the first number recognition unit 110 using a writing tool (e.g., pencil, ballpoint pen, etc.).

The detailed configuration of the first number recognition unit 110 will be discussed in more detail in the related description described later.

The diagram unit 120 may be arranged on the same page as the first number recognition unit 110 and may be configured to display the number of diagrams corresponding to the first number to be learned.

As an example, on the page of the mathematics learning textbook 10, the diagram section 120 may be arranged side by side to the left of the first number recognition section 110. By way of example, the diagram portion 120 may be formed in a circular shape.

That is, the user sequentially recognizes the shape and concept of the first learning target number through the first number recognition unit 110, and at the same time recognizes the first learning target number through the image of the number diagram corresponding to the first learning target number. The concept can be recognized once again.

The second learning unit 200 may be configured to re-recognize the second learning target number corresponding to the first learning target number to the user. As an example, the second learning target number may be a natural number between 1 and 10.

That is, the second learning unit 200 can make the user once again recognize the shape and concept of the first learning object number corresponding to the second learning object number learned through the first learning unit 100.

In addition, the second learning unit 200 may be configured to provide practice information representing the four arithmetic operations between numbers and diagrams in which the second learning target number is given as a correct answer or as a calculation factor. At this time, the four arithmetic operations may be related to addition or subtraction, but may also be related to multiplication or division.

That is, the second learning unit 200 repeatedly recognizes the first learning object number and applies it by encouraging the user to practice four basic arithmetic operations between diagrams and numbers based on the first learning object number recognized by the user. It can induce learning of four arithmetic operations.

The detailed configuration of the second learning unit 200 will be discussed in more detail in the related description below.

According to this implementation configuration of the present invention, the diagram is used to help the user's intuitive understanding of number recognition, to induce repetitive learning of recognized numbers, and to create numbers while an essential understanding of the meaning of each number is achieved. Learning of four arithmetic operations can be done using . Accordingly, the user's number learning effect can be maximized.

FIGS. 4 and 5 are diagrams showing the first number recognition unit 110 provided in the first learning unit 100 of FIG. 1.

Referring to FIGS. 4 and 5 , the first number recognition unit 110 may include a partial number recognition unit 112 and a full number recognition unit 114.

As shown in FIG. 4, the partial number recognition unit 112 may be configured to represent a partial shape of the first number to be learned.

For example, as shown in FIG. 4 , the partial number recognition unit 112 may represent a partial shape of the number '8'. Additionally, the user can recognize a partial shape of the number '8' by connecting multiple dots of the partial number recognition unit 112 using a writing tool.

As shown in FIG. 5, the full number recognition unit 114 may be arranged on a different page from the partial number recognition unit 112 and may be configured to represent the overall shape of the first number to be learned.

For example, as shown in FIG. 5 , the full number recognition unit 114 may represent the overall shape of the number '8'. Additionally, the user can recognize the overall shape and concept of the number '8' by connecting multiple dots of the overall number recognition unit 114 using a writing tool.

That is, in this embodiment, the user can sequentially recognize the shape and concept of the first learning target number through the partial number recognition unit 112 and the full number recognition unit 114.

In particular, the partial number recognition unit 112 and the full number recognition unit 114 are placed on different pages, so that the user first recognizes part of the first learning target number and then recognizes the entire shape and concept of the first learning target number. By encouraging recognition, sequential number recognition can be achieved without putting too much strain on the user, allowing an essential understanding of the meaning of each number.

Referring again to FIG. 2 , the first number recognition unit 110 may include a number blank 116. And, the diagram portion 120 may include a diagram blank 122.

After the user learns the first learning target number through the above-described first number recognition unit 110 and the diagram unit 120, the user uses a math learning textbook ( On page 10), the number blanks (116) and diagram blanks (122) can be filled in using a writing tool.

FIGS. 6 to 8 are diagrams showing the second number recognition unit 130 provided in the first learning unit 100 of FIG. 1.

Referring to FIGS. 6 to 8 , the first learning unit 100 may further include a second number recognition unit 130.

The second number recognition unit 130 displays the number of diagrams and blank spaces corresponding to the first learning target number (a natural number between 1 and 10) or a certain range of natural numbers exceeding the range of the first learning target number on the same page. can be displayed side by side.

At this time, the user can use a writing tool to write in the blank the first learning target number or a natural number in a certain range exceeding the range of the first learning target number corresponding to the number in the table.

This second number recognition unit 130 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 6 to 8.

According to this implementation configuration, the user can re-recognize the shape and concept of the first learning target number recognized through the first number recognition unit 110 by matching it with the diagram, thereby maximizing the user's number learning effect. there is.

In addition, it is possible to learn natural numbers over 11 based on learning the first target number, which is a natural number between 1 and 10, so understanding of larger numbers can be improved through the first target number recognized through repeated learning. It can be raised even higher.

FIG. 9 is a diagram showing the third number recognition unit 140 provided in the first learning unit 100 of FIG. 1.

Referring to FIG. 9, the first learning unit 100 may further include a third number recognition unit 140.

The third number recognition unit 140 may be placed on the same page as the second number recognition unit 130. As an example, the third number recognition unit 140 may be placed at the bottom of the second number recognition unit 130.

In addition, the third number recognition unit 140 may continuously display the entire shape of the range of the first learning target number and a certain range of natural numbers exceeding the range of the first learning target number.

According to this implementation structure, not only can the understanding of larger numbers be improved through the first learning target number recognized through repetitive learning, but also iterative learning of numbers through recognition of numbers placed in succession. and distinction between case and small relationships between numbers can be made more reliably.

FIGS. 10 and 11 are diagrams showing the fourth number recognition unit 150 provided in the first learning unit 100 of FIG. 1.

Referring to FIGS. 10 and 11 , the first learning unit 100 may further include a fourth number recognition unit 150.

The fourth number recognition unit 150 may be composed of a plurality of sets in which a specific number of diagrams and first learning target numbers in a range less than or equal to the number of diagrams are arranged side by side as one set.

Additionally, within one set of the fourth number recognition unit 150, the first learning target number may be configured to correspond or not correspond to the number of tables.

At this time, using a writing tool, the user may draw a shape (e.g., a circle) to group the diagrams and numbers of a set whose number among the plurality of sets corresponds to the first learning target number.

For example, when the number of diagrams is 4 as shown in FIGS. 10 and 11, the first learning target number in each of the plurality of sets may be randomly arranged from natural numbers 0 to 4. Additionally, the user can draw a shape to group the diagrams (4) and the number ('4') of the set in which the first learning target number '4' is displayed among the plurality of sets.

At this time, the fourth number recognition unit 150 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 10 and 11.

Additionally, the third number recognition unit 140 may be placed on the same page as the fourth number recognition unit 150. As an example, the third number recognition unit 140 may be placed at the bottom of the fourth number recognition unit 150.

According to this implementation configuration, in addition to the configuration of the second number recognition unit 130 that induces the user to enter the first learning target number or a natural number in a certain range exceeding the range of the first learning target number in the blank space, the user can It can be guided to match the first learning target number corresponding to the number of diagrams and diagrams having a specific number.

Accordingly, not only can the user's number learning effect be maximized through matching between repetitive diagrams and the first learning target number, but also the user's intuition about numbers can be further improved.

FIGS. 12 and 13 are diagrams showing the first number information display unit 210 and the first number re-recognition unit 220 provided in the second learning unit 200 of FIG. 3.

Referring to FIGS. 12 and 13 , the second learning unit 200 may include a first number information display unit 210 and a first number recognition unit 220.

The first number information display unit 210 may be configured to display information about the second learning target number (a natural number between 1 and 10).

As an example, as shown in FIG. 12, the first number information display unit 210 may display the second learning target number as the natural number '3'.

The first number recognition unit 220 may be arranged on the same page as the first number information display unit 210 and may be configured to randomly display natural numbers from the number 0 to the second learning target number. As an example, the first number recognition unit 220 may be placed at the bottom of the first number information display unit 210.

For example, as shown in FIGS. 12 and 13, the first number recognition unit 220 may be configured to randomly display natural numbers from the number 0 to the natural number '3', which is the second learning target number.

Meanwhile, the first number re-recognition unit 220 may include a blank space arranged at the bottom of the natural numbers from the number 0 to the second learning target number.

At this time, the user can use a writing tool to enter numbers corresponding to each natural number from the number 0 to the second learning target number in the blank space.

And, the first number re-recognition unit 220 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 12 and 13.

According to this implementation configuration, additional repeated learning can be performed on the first learning target number that has been repeatedly learned in the first learning unit 100.

Figures 14 to 17 are diagrams showing the first number calculation practice information provider 230 and the second number calculation practice information provider 240 provided in the second learning unit 200 of Figure 3.

Referring to FIGS. 14 to 17 , the second learning unit 200 may further include a first number calculation practice information providing unit 230.

This first number operation practice information providing unit 230 may be configured to provide practice information representing the four arithmetic operations between the numbers and the diagram in which the second learning target number is given as the correct answer or given as a calculation factor. As an example, the first number calculation practice information providing unit 230 may be provided at the bottom of the above-described first number re-recognition unit 220.

Specifically, Figures 14 and 15 show addition practice information between diagrams and numbers, and in this case, the second learning target number (number '4') can be given as the correct answer. In addition, Figures 16 and 17 show subtraction practice information between diagrams and numbers, and in this case, the second learning target number (number of diagrams '5') can be given as a calculation factor.

Meanwhile, as shown in FIGS. 14 to 17, the first number operation practice information provider 230 may be configured differently for each page of the mathematics learning textbook 10.

According to this implementation structure, with an essential understanding of the meaning of each number achieved through repeated learning of recognized numbers, not only repeated learning of numbers through learning of the four arithmetic operations using shapes and numbers, but also basic operations of mathematics ( (e.g. addition, subtraction, etc.) can be understood more easily.

Referring again to FIGS. 14 to 17, the second learning unit 200, It may further include a second number calculation practice information providing unit 240.

The second number operation practice information providing unit 240 may be configured to provide practice information indicating the four arithmetic operations between numbers and the number given as the correct answer or as a calculation factor.

Specifically, Figures 14 and 15 show addition practice information between numbers, and in this case, the second learning target number (number '4') can be given as the correct answer. In addition, Figures 16 and 17 show subtraction practice information between numbers, and in this case, the second learning target number (number '5') may be given as a calculation factor.

This second number calculation practice information providing unit 240 may be placed on the same page as the first number calculation practice information providing unit 230. As an example, the second number calculation practice information providing unit 240 may be provided at the bottom of the first number calculation practice information providing unit 230.

Meanwhile, as shown in FIGS. 14 to 17, the second number operation practice information provider 240 may be configured differently for each page of the mathematics learning textbook 10.

According to this implementation structure, after understanding the basic operations of mathematics (e.g. addition, subtraction, etc.) as well as repeating numbers through learning the four arithmetic operations using shapes and numbers, through learning the four arithmetic operations between numbers. Essential understanding of basic operations in numbers and mathematics can be achieved more easily.

Figure 18 is a diagram showing an example of the third learning unit 300 of the mathematics learning textbook 10 according to an embodiment of the present invention.

Referring to FIG. 18, the math learning material 10 may be configured to allow the user to recognize the second learning target number and the third learning target number, which is a natural number in a certain range exceeding the range of the second learning target number. . As an example, the third learning target number may be a natural number of 11 or more.

That is, the third learning unit 300 not only makes the user recognize the shape and concept of the second learning target number learned through the second learning unit 200, but also provides a second learning target number that applies the second learning target number. 3 It is possible to encourage learning about numbers to be learned (natural numbers greater than 11).

And, the third learning unit 300 performs arithmetic operations between numbers and a table in which the second learning object number or the third learning object number is given as a calculation factor or the second learning object number or the third learning object number is given as the correct answer. It may be configured to provide practice information that represents. At this time, the four arithmetic operations may be related to addition or subtraction, but may also be related to multiplication or division.

That is, the third learning unit 300 repeatedly induces the user to practice four arithmetic operations between diagrams and numbers based on the second learning target number recognized by the user, thereby determining the second learning target number and the range of the second learning target number. It is possible to induce repetitive recognition of the third learning target number, which is a natural number in a certain range exceeding .

The detailed configuration of the third learning unit 300 will be discussed in more detail in the related description described later.

FIGS. 19 and 20 are diagrams showing the second number information display unit 310 and the second number re-recognition unit 320 provided in the third learning unit 300 of FIG. 18.

Referring to FIGS. 19 and 20, the third learning unit 300, It may include a second number information display unit 310 and a second number recognition unit 320.

The second number information display unit 310 may be configured to display information about the number 10.

The second number recognition unit 320 may be arranged on the same page as the second number information display unit 310 and may be configured to randomly display natural numbers from 0 to 10. As an example, the second number recognition unit 320 may be placed at the bottom of the second number information display unit 310.

Meanwhile, the second number recognition unit 320 may include a blank space disposed at the bottom of the natural numbers from 0 to 10.

At this time, the user can use a writing tool to enter the number corresponding to each natural number from 0 to 10 in the blank space.

And, the second number re-recognition unit 320 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 19 and 20.

According to this implementation configuration, additional repeated learning can be performed on the first learning target number and the second learning target number that have been repeatedly learned in the first learning unit 100 and the second learning unit 200.

Figures 21 to 24 are diagrams showing the third number calculation practice information provider 330 and the fourth number calculation practice information provider 340 provided in the third learning unit 300 of Figure 18.

Referring to FIGS. 21 to 24 , the third learning unit 300 may further include a third numeric arithmetic practice information providing unit 330.

This third number operation practice information provider 330 provides information between numbers and a table in which the second learning target number or the third learning target number is given as a calculation factor or the second learning target number or the third learning target number is given as the correct answer. It may be configured to provide practice information representing four arithmetic operations.

Specifically, Figures 21 and 22 show addition practice information between diagrams and numbers, in which case the third learning target number (e.g., numbers 11 to 14) is given as the correct answer, and the second learning target number (e.g., numbers 11 to 14) is given as the correct answer. The number of diagrams ('9') can be given as a calculation factor. In addition, Figures 23 and 24 show subtraction practice information between diagrams and numbers. In this case, the third learning object number (e.g., number of diagrams '13') is given as a calculation factor, and the second learning object number ( Example: Numbers 4 to 8) can be given as the correct answer.

Meanwhile, the third number operation practice information provider 330 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 21 to 24.

According to this implementation configuration, not only can repetitive learning of the second learning target number and repetitive learning of the third learning target number, which is a natural number in a certain range exceeding the range of the second learning target number, be easily performed, but also the shape And through learning the four arithmetic operations using numbers, understanding of basic mathematical operations (e.g. addition, subtraction, etc.) using two-digit natural numbers (10 and the third number to be learned) can be more easily achieved.

Referring again to FIGS. 21 to 24, the third learning unit 300 may further include a fourth numeric arithmetic practice information providing unit 340.

The fourth number practice information provider 340 provides the second learning object number or the third learning object number as a calculation factor, or the second learning object number or the third learning object number is given as the correct answer. It may be configured to provide practice information representing operations.

Specifically, Figures 21 and 22 show addition practice information between numbers, in which case the third learning target number (e.g., numbers 12 and 13) is given as the correct answer, and the second learning target number (e.g., number 12) is given as the correct answer. The number '9') can be given as a calculation argument. In addition, Figures 23 and 24 show subtraction practice information between numbers. In this case, the third learning target number (e.g., number '13') is given as a calculation factor, and the second learning target number (e.g., number 4 and 6) can be given as correct answers.

This fourth number calculation practice information provision unit 340 may be placed on the same page as the third number calculation practice information provision unit 330. As an example, the fourth number calculation practice information providing unit 340 may be provided at the bottom of the third number calculation practice information providing unit 330.

Meanwhile, the fourth number operation practice information provider 340 may be configured differently for each page of the mathematics learning textbook 10, as shown in FIGS. 21 to 24.

According to this implementation structure, after understanding the basic operations of mathematics (e.g. addition, subtraction, etc.) as well as repeating numbers through learning the four arithmetic operations using shapes and numbers, through learning the four arithmetic operations between numbers. Essential understanding of two-digit natural numbers (10 and the third number to be learned) and basic mathematical operations using them can be more easily achieved.

FIG. 25 is a diagram showing the multiple recognition unit 350 provided in the third learning unit 300 of FIG. 18.

Referring to FIG. 25, the third learning unit 300 may further include a multiple recognition unit 350.

The multiple recognition unit 350 may be configured to display, for each natural number from numbers 2 to 9, a set of natural numbers including multiples of each natural number on the same page.

As an example, when the target number for multiple recognition is 6 as shown in FIG. 25, a set of natural numbers from 1 to 60 may appear on the same page of the mathematics learning textbook 10. And, in this multiple recognition unit 350, multiples of 6, such as 6, 12, 18, 24, 30, 36, 42, 48, 54, and 60, can be displayed.

At this time, the user can use a writing tool to display shapes (e.g. circles) for multiples of 6, such as 6, 12, 18, 24, 30, 36, 42, 48, 54, and 60.

According to this implementation configuration, users who recognize not only single-digit but also double-digit numbers through repeated learning can not only understand multiple numbers at once, but also reduce the time spent on memorizing multiplication tables through intuitive multiple recognition. You can.

Meanwhile, the above-mentioned mathematics learning material 10 may be recorded on a recording medium and configured to be readable by electronic devices (eg, computers, portable terminals, etc.). In other words, the mathematics learning textbook 10 may be configured in the form of an interface that allows the user to learn in the form of a screen or image while being read through an electronic device.

As described above, although the present invention has been described with limited examples and drawings, the present invention is not limited thereto, and the technical idea of the present invention and the following will be understood by those skilled in the art to which the present invention pertains. Of course, various modifications and variations are possible within the scope of equivalence of the patent claims to be described.

Meanwhile, in the present invention, terms indicating directions such as up, down, left, right, front, and back are used, but these terms are only for convenience of explanation and may vary depending on the location of the target object or the location of the observer. It is obvious to those skilled in the art that this can be done.

10: Mathematics learning materials
100: First study unit
110: first number recognition unit
112: partial number recognition unit
114: Full number recognition unit
116: Number blank
120: diagram section
122: Table blank
130: second number recognition unit
140: Third number recognition unit
150: 4th number recognition unit
200: Second study department
210: first numeric information display unit
220: 1st number re-recognition unit
230: First number operation practice information provision unit
240: Second number operation practice information provision unit
300: Third study department
310: second numeric information display unit
320: 2nd number re-recognition unit
330: Third number operation practice information provision unit
340: 4th number operation practice information provision section
350: Drainage recognition unit

Claims (10)

A first number recognition unit composed of a plurality of dots to represent part or the entire shape of the first learning target number and configured to sequentially recognize the shape and concept of the first learning target number to the user, and the first number recognition unit; a first learning unit arranged on the same page and including a table unit configured to display a number of charts corresponding to the first learning target number;
It is configured to re-recognize the second learning object number corresponding to the first learning object number to the user, and the second learning object number is given as a correct answer or is given as a calculation factor. Practice information showing arithmetic operations between numbers and a table. A second study unit organized to provide; and
It is configured to make the user recognize the second learning object number and the third learning object number, which is a natural number in a certain range exceeding the range of the second learning object number, and the second learning object number or the third learning object number A third learning unit configured to provide practice information representing four arithmetic operations between numbers and diagrams given as calculation factors or where the second learning target number or the third learning target number is given as a correct answer,
The third learning department is,
A mathematics learning textbook comprising a multiple recognition unit configured to display on the same page a set of natural numbers including multiples of each natural number for each natural number from 2 to 9. According to clause 1,
The first number recognition unit,
a partial number recognition unit configured to represent a partial shape of the first learning target number; and
A mathematics learning textbook, comprising a full number recognition unit arranged on a different page from the partial number recognition unit and configured to represent the overall shape of the first learning target number. According to clause 1,
The first learning target number is,
It is a natural number between 1 and 10,
The first learning unit is,
It further includes a second number recognition unit that displays a number of diagrams and blank spaces corresponding to the first learning target number or a certain range of natural numbers exceeding the range of the first learning target number side by side on the same page,
The second number recognition unit,
A mathematics learning textbook, characterized in that each page of the mathematics learning textbook is structured differently. According to clause 3,
The first learning unit is,
A third number recognition unit arranged on the same page as the second number recognition unit and continuously showing the entire shape of the range of the first learning target number and a certain range of natural numbers exceeding the range of the first learning target number. A mathematics learning textbook characterized by including: According to clause 4,
The first learning unit is,
It further includes a fourth number recognition unit composed of a plurality of sets arranged side by side in one set of a certain number of diagrams and the first learning target numbers in a range less than or equal to the number of diagrams,
Within one set of the fourth number recognition unit,
The first learning target number is configured to correspond or not correspond to the number in the table,
The fourth number recognition unit,
Each page of the mathematics learning textbook is structured differently,
The third number recognition unit,
A mathematics learning textbook, characterized in that it is arranged on the same page as the fourth number recognition unit. According to clause 1,
The second learning target number is,
It is a natural number between 1 and 10,
The second learning unit is,
a first number information display unit configured to display information about the second learning target number; and
A first number recognition unit disposed on the same page as the first number information display unit and configured to randomly display natural numbers from the number 0 to the second learning target number,
The first number re-recognition unit,
Includes a blank space placed at the bottom of the natural numbers from the number 0 to the second learning target number,
A mathematics learning textbook, characterized in that each page of the mathematics learning textbook is structured differently. According to clause 6,
The second learning unit is,
It further includes a first number operation practice information providing unit configured to provide practice information representing the four arithmetic operations between numbers and a diagram in which the second learning target number is given as a correct answer or given as a calculation factor,
The first number operation practice information provision unit,
A mathematics learning textbook, characterized in that each page of the mathematics learning textbook is structured differently. According to clause 7,
The second learning unit is,
It further includes a second number operation practice information providing unit configured to provide practice information representing the four arithmetic operations between numbers and the number given as the correct answer or as a calculation factor,
The second number operation practice information provision unit,
It is placed on the same page as the first number operation practice information provision section,
A mathematics learning textbook, characterized in that each page of the mathematics learning textbook is structured differently. According to clause 1,
The third learning department is,
a second numeric information display unit configured to display information about the number 10;
a second number recognition unit disposed on the same page as the second number information display unit and configured to randomly display natural numbers from 0 to 10;
Configured to provide practice information representing arithmetic operations between numbers and diagrams in which the second object number or the third object number is given as a calculation factor or the second object number or the third object number is given as a correct answer. 3rd number operation practice information section; and
Configured to provide practice information representing arithmetic operations between numbers and numbers in which the second object number or the third object number is given as a calculation factor or the second object number or the third object number is given as a correct answer. It further includes a fourth number operation practice information provision section,
The second number re-recognition unit,
It includes blank spaces placed at the bottom of the natural numbers from 0 to 10, and is configured differently for each page of the mathematics learning textbook,
The third number operation practice information section is,
Each page of the mathematics learning textbook is structured differently,
The fourth number operation practice information provision unit,
A mathematics learning textbook arranged on the same page as the third number operation practice information provision unit and configured differently for each page of the mathematics learning textbook. A recording medium readable by an electronic device on which the mathematics learning material according to any one of claims 1 to 9 is recorded.