KR102649090B1 - teaching tools for calculation - Google Patents

Abstract

The present invention provides a plurality of hand tiles in which the same number or different numbers or operation symbols are respectively written, or composed of a plurality of colors or design patterns; and a backboard having a first area where a plurality of number tiles are placed in a set matrix pattern, and a second area where one number tile considered to be the correct answer is placed in an area excluding the first area. It provides a teaching aid for arithmetic operations, characterized in that it includes.

Description

Teaching tools for calculation}

The present invention relates to a teaching aid for arithmetic operations, which allows learners to easily acquire number concepts and arithmetic rules on their own.

In general, learners learn the discipline of mathematics through counting or measuring numbers and quantities.

This kind of mathematics begins with learning based on the four basic operations of addition, subtraction, multiplication, and division, and then progresses to education that deals with more difficult mathematical calculation methods. Therefore, it can be seen that the four basic arithmetic classes taught in the lower grades of elementary school are the most basic of future mathematics education.

In the end, the basis of mathematics can be said to be addition and subtraction. For learners in preschool and lower grades of elementary school, studying addition, subtraction, etc. is itself a process of learning new principles, so they may have difficulty acquiring the basic principles. You can.

In addition, the current method of teaching addition and subtraction to children is to simply teach the principles of operations through repetition, memorization, or cramming based on theory, so children lose interest, avoid learning, and eventually lose track of what they have learned. There is a problem that it is easy to forget and the effectiveness of education is extremely low.

However, in order to solve this problem, teaching aids that incorporate self-learning methods or games are being developed, but due to their uniform structure, they contain only specific learning elements, making it difficult to learn various learning processes.

Korean Patent Publication No. 10-2019-0102576 (published on September 4, 2019)

The present invention is intended to solve this problem, and more specifically, it is a form of play that uses number tiles with numbers and operation symbols written on them, a backboard on which the number tiles can be placed, and a safe pen to promote the concept of numbers and the laws of operations. The purpose is to provide teaching aids for arithmetic operations that can be learned through .

In addition, another purpose of the present invention is to provide a teaching aid for arithmetic operations that allows users to learn numbers, quantities, and operating laws on their own in a variety of ways using a single teaching aid.

The present invention for achieving this purpose includes a plurality of hand tiles each having the same or different numbers or operation symbols written on them, or consisting of a plurality of colors or design patterns; and a backboard having a first area where a plurality of number tiles are placed in a set matrix pattern, and a second area where one number tile considered to be the correct answer is placed in an area excluding the first area. It provides a teaching aid for arithmetic operations, characterized in that it includes.

The male tile includes an individual tile including a cutting area cut so that at least one or a plurality of vertices are inclined in the shape of a rectangular plate, and a bundled tile where the individual tiles are connected in a plurality in a set pattern, and the individual tiles are bundled. The tile may be made up of one or more colors and may include a color underbar provided adjacent to the indicated number.

When the arithmetic tool is adjacent to the hand tile or the backboard, it further includes a safen that detects an output signal according to the number or operation symbol of the hand tile or an output signal generated from the backboard and outputs it as sound or vibration. can do.

The backboard includes a third area where a language marker for executing one of a plurality of languages stored in the Safen is provided in an area excluding the first area and the second area, and an area excluding the first to third areas. It may include a fourth area where a quiz marker for executing a plurality of math quizzes stored in the Safen is provided.

The backboard is disposed in an area excluding the first to fourth areas, and may include a fifth area where a correct answer mark is provided to recognize that the correct answer to the quiz provided by the Safen has been confirmed.

The arithmetic tool further includes a back button provided separately from the backboard so that it can be recognized through the safe pen, and the back button additionally includes the first area, the third area, and the fourth area, Numbers from 1 to 100 may be written in the first area, language marks may be provided in the third area, and quiz marks may be provided in the fourth area.

According to the teaching aid for arithmetic operations according to the present invention,

First, it can encourage self-learning related to number concepts and operating laws,

Second, you can compose various learning-related contents using the backboard, hand tile, and Safe Pen.

Third, by adding a cutting area to the male tiles, it is easier to grip the puzzle-type male tiles, and at the same time, by adding a colored underbar, it becomes easier to classify the male tiles by number size.

Fourth, by using hand tiles of various colors and patterns such as jewel shapes, learners can increase their curiosity and willingness to participate.

Fifth, the back button has the effect of quickly presenting the correct answer without having to search for the number tiles one by one.

1 is a plan view showing a teaching aid for arithmetic operations according to the present invention.
FIG. 2 is a plan view showing the backboard shown in FIG. 1.
Figure 3 is a reference diagram showing the water tile shown in Figure 1.
Figure 4 is a reference diagram showing a number of tiles made up of individual tiles and bundled tiles in the shape of a jewel.
Figure 5 is a plan view showing the back button of the arithmetic teaching aid according to the present invention.
Figure 6 is a side view showing the safen of the arithmetic teaching aid according to the present invention.
Figures 7A to 7D are reference diagrams illustrating quizzes that can be used using the mathematics tool according to the present invention.

Since the present invention can be subject to various changes and can have various embodiments, specific embodiments will be illustrated and described in the drawings.

However, this is not intended to limit the present invention to specific embodiments, and should be understood to include all changes, equivalents, and substitutes included in the spirit and technical scope of the present invention.

Terms containing ordinal numbers, such as first, second, etc., may be used to describe various components, but the components are not limited by the terms.

The above terms are used only for the purpose of distinguishing one component from another.

For example, the second component may be referred to as the first component without departing from the scope of the present invention, and similarly, the first component may also be referred to as the second component.

The term and/or includes any of a plurality of related stated items or a combination of a plurality of related stated items.

When a component is said to be "connected" or "connected" to another component, it is understood that it may be directly connected to or connected to the other component, but that other components may exist in between. It should be.

On the other hand, when it is mentioned that a component is “directly connected” or “directly connected” to another component, it should be understood that there are no other components in between.

The terms used in this application are only used to describe specific embodiments and are not intended to limit the invention.

Singular expressions include plural expressions unless the context clearly dictates otherwise.

In this application, terms such as “comprise” or “have” are intended to designate the presence of features, numbers, steps, operations, components, parts, or combinations thereof described in the specification, but are not intended to indicate the presence of one or more other features. It should be understood that this does not exclude in advance the possibility of the existence or addition of elements, numbers, steps, operations, components, parts, or combinations thereof.

Hereinafter, embodiments will be described in detail with reference to the attached drawings, but identical or corresponding components will be assigned the same reference numbers regardless of reference numerals, and duplicate descriptions thereof will be omitted.

Figure 1 is a plan view showing a teaching aid for arithmetic operations according to the present invention, and Figure 2 is a plan view showing the backboard shown in Figure 1.

Referring to Figures 1 and 2, the teaching aid 100 for mathematics according to an embodiment of the present invention includes a backboard 110 and a number tile 120.

First, the backboard 110 is made of a thin plate shape having an approximately square shape.

The first area (A1) is placed at the center of the backboard over the largest area, the second area (A2) is placed at the top center on the outside of the backboard, and the third area is located on the left side of the second area (A2). (A3) is provided, a fourth area (A4) is provided to the right of the second area (A2), and a fifth area (A5) is provided adjacent to the corner on the right side of the fourth area (A4). Of course, the positions of the second area (A2) to the fifth area (A5) excluding the first area (A1) may be changed during the optimal design process.

The first area (A1) is a part where male tiles are placed. For example, male tiles may be placed in a grid pattern or a mattress pattern, with numbers 1 to 100, each horizontal and vertical, ten in number. Of course, depending on the type of number tile 120 to be described later, in addition to the number tiles with numbers written on them, operation tiles with operation symbols written on them, and special tiles with images or characters printed on them may be selectively placed.

As shown in FIG. 2, the first area A1 may be provided with a partition W dividing the area where each male tile is placed. Of course, the first area A1 consists of one undivided area, and each male tile 120 may be raised to contact each other laterally.

Additionally, the second area A2 is sized to correspond to the size of the male tile so that one male tile can be placed there. For example, in the second area (A2), one number tile that is considered the correct answer is placed, and if the answer is incorrect during the process of checking the correct answer, the number tile can be replaced and placed.

Although not shown in the drawing, the second area A2 may be sized to correspond to the size of two or more male tiles so that at least two male tiles can be placed there. For example, if there are two number tiles that are considered correct, space may be provided so that two number tiles can be posted.

Here, the second area A2 is disposed in an area separated from the first area A1.

In addition, the third area (A3) is placed on the outer area of the backboard 110, and a plurality of language marks 111 are provided. For example, as shown in Figure 2, a first Korean marker (1111) that outputs Korean as a Chinese character numeral and a second Korean marker (1112) that outputs Korean as a numeral are provided. In addition, an English marker (1113) and a Chinese marker ( 1114) is prepared. Of course, although not shown in the drawing, additional foreign language marks such as Japanese and Spanish may be provided.

The language marker 111 in the third area (A3) can be set to select one of the languages stored in Safen to be reviewed. Here, various marks are a type of indicator that indicates a position that the Safe Pen can recognize, and can also be expressed as a button.

In addition, the fourth area A4 is provided with a plurality of quiz marks 112 to execute a plurality of number calculation quizzes stored in Safen. In FIG. 2, the quiz mark 112 is simply displayed as a number, but it can also be displayed using various patterns or images.

Lastly, the fifth area (A5) is provided with a correct answer marker (or OK button, 113) to recognize that the correct answer to the quiz provided by Safen has been confirmed. For example, the correct answer marker 113 provides an output signal that allows Safen to move to the next step, and confirmation of the correct answer is performed by the learner or the learner's manager (e.g., a person who guides the learner's learning, such as a parent or teacher). can do.

Additionally, the backboard includes a sixth area (A6) where a game start marker and a game end marker are provided so that the start and end of the game can be selected.

FIG. 3A is a reference diagram showing the front side of the male tile shown in FIG. 1, FIG. 3B is a reference diagram showing the back side of the male tile shown in FIG. 1, and FIG. 4 shows a male tile made up of individual tiles and bundled tiles. It is a reference diagram shown in shape.

The number tiles 120 include number tiles with numbers written on them as shown in FIG. 3A, operation tiles with operation symbols written on them, special tiles with images or characters drawn on them, and a plurality of colors or design patterns as shown in FIG. 4. It includes shape tiles formed by . Additionally, in Figure 5, the shape tiles include ten bundled tiles connected to each other in a straight line, and individual tiles arranged one by one.

Each of these various male tiles 120 is made of a rectangular plate shape and includes a cutting area 121 that is cut to be inclined at at least one vertex. That is, the male tile 120 is made of a pentagonal plate. At this time, the cutting area 121 is an area where the male tile is partially cut, and the learner can more easily grip the male tile through the cutting area 121 even when the male tile is placed on the backboard.

Although not shown in the drawing, the cutting area 121 may be cut with an inclined surface at one vertex of the male tile 120, or may be cut with a curved surface to correspond to the curved surface of the finger. Of course, the cutting area 120 may be provided at at least two or more vertices on a number of tiles.

Additionally, a colored underbar 122 may be written on number tiles with numbers written on them so that they can be classified into a plurality of groups along with the numbers. For example, looking at the number tiles with numbers in Figure 3a, the number tile group of 1-10 is orange, the number tile group of 11-20 is orange, the number tile group of 21-30 is yellow... and the number tile group of 81-90 is yellow. The number tile group from 91 to 100 is pink, and the number tile group from 91 to 100 is red, and a colored underbar (122) made up of the same color for the same group is provided below the number of each number tile group. This color underbar 122 allows the learner to check which group a number belongs to, and also has the effect of making classification by color of the color underbar 122 easier when classifying number tiles.

And, as shown in FIG. 3B, an image pattern (p) may be provided on the back of the number tile in the same color as the color underbar 122. Therefore, even when the number tile is turned over, there is a function that allows you to check which group the number tile belongs to through the color of the image pattern (p). For example, a number tile with the number “1” and an orange colored underbar 122 written on the front may have an image pattern (p) written in orange on the back.

Number tiles with numbers written on them include number tiles from 1 to 100 and number tiles from 0 to 10 for submitting correct answers or writing calculation formulas for calculation quizzes.

In addition, calculation tiles generally include operators or symbols such as “+”, “-“, “×”, “÷”, “=”, “≤”, etc. used in calculation expressions, and special tiles are set images. is described as printing or coating.

And, the shape tile formed by the design pattern includes bundled tiles and individual tiles, as shown in FIG. 4.

A bundled tile is made up of 10 individual tiles connected to each other, and each bundled tile can have a different color or design pattern applied to it. In this embodiment, as shown in FIG. 4, the bundled tiles and the individual tiles are composed of different colors and have a shape that roughly mimics the shape of a jewel. Although not shown in the drawing, shape tiles formed with design patterns have approximately the same appearance, but may be implemented as design patterns in the form of animals, game characters, or insects, for example. Additionally, the bundled tile may have a plurality of tile structures in which two or more individual tiles are connected, for example, in the form of tiles connected in pairs or in the form of tiles connected in sets of five.

And, the bundled tiles can enable Safen, which will be discussed later, to detect the same output signal as 10 individual tiles.

Individual tiles are made by separating bundled tiles one by one, and the color or design pattern can be applied in the same way as the bundled tiles.

Figure 5 is a plan view showing the back button of the arithmetic teaching aid according to the present invention.

Referring to FIG. 5, the back button 130 provides a structure similar to a hand tile placed on a backboard.

The back button 130 is additionally provided with a first area (A1), a third area (A3), and a fourth area (A4) of the backboard, and is configured separately from the backboard.

Numbers from 1 to 100 are written in the first area (A1). In other words, it provides a backboard with several tiles from 1 to 100, but they are not separated.

Here, the back button 130 is formed to be smaller in size compared to the backboard, so it has the advantage of being able to recognize the correct answer directly from the back button 130, skipping the process of finding and uploading the number tile considered to be the correct answer on the backboard.

Likewise, the back button 130 provides a language mark in the third area (A3) and a quiz mark in the fourth area (A4), so that the back button 130 can be used simply in the process of finding the correct answer or when you want to change the type of language or type of quiz. Since it can provide the same functions as those of , it is expected to benefit from more efficient use of learning time or learning routes.

Of course, although not shown in the drawing, it may include a fifth area where the correct answer marker on the backboard is provided.

Figure 6 is a side view showing the safen of the arithmetic teaching aid according to the present invention.

Referring to FIG. 6, the Safen 140 has a built-in wireless communication module 141 to enable RF (Radio Frequency) transmission and reception, and outputs data transmitted through the wireless communication module 141 as sound or vibration. It includes an audio module 142 that does.

For example, the safen 140 is configured with a recognition unit 143 to recognize each output signal by selectively contacting or non-contacting a graphic pattern code printout or semiconductor chip inserted into the backboard, male tile, and back button. Of course, the Safen 140 may be provided with a first physical button 144a for functions such as changing the mode or changing the quiz order. Additionally, the first physical button 144a can be applied to change the language of numbers into Chinese numerals, Korean numerals, or English or Chinese. Additionally, the second physical button 144b may provide a function to pause the game in game mode or end the game mode. Although not shown in the drawing, the Safen 140 may be provided with a third physical button (not shown) on one side that can adjust the volume. In addition, the safen 140 may include an LED indicator 144c whose LED lights up to confirm the power-on state. The LED indicator 144c may be turned off when the power is turned off, and may blink to confirm the operating status when the above-described first physical button 144a or the second physical button 144b is operated.

Accordingly, Safen 140 can recognize information about each hand tile and information about the third to fifth areas, and provide the corresponding information so that the learner can check it through sound or vibration.

Additionally, Safen 140 includes a database 145.

The database 145 includes country-specific language data 145a corresponding to language marks in the third area, quiz data corresponding to quiz marks in the fourth area, and sound source data 145b output as sound by Safen. .

Language data 145a can be used to support Korean, English, Chinese, etc.

In addition, the quiz data includes a plurality of quizzes with example concepts so that you can learn number concepts or operation laws.

Additionally, the sound source data 145b may output quiz data by amplifying it as a voice, or may include BGM (Back Ground Music) that takes into account the time to calculate the correct answer between quizzes.

For example, the sound source data (145b) includes “Put 10 jewels and press OK,” “I’ll play it to you one more time,” “Place 7 jewels in packs of 10 and press OK,” and “Calculate 20 plus 30.” Quiz data such as “Try it” can be coded into voice and provided. In addition, the sound source data 145b outputs the quiz as a voice first, and makes a background sound such as “tick tock, tick tock” during the time of marking the correct answer (the time from placing the number tile considered the correct answer on the backboard and stamping OK). By providing it, you can encourage learners to solve the quiz on their own time or make learners feel a certain sense of urgency.

In addition, the sound source data 145b is a time that takes into account the first time to calculate the correct answer after the first quiz is output, “I will tell you it one more time” is output, and the second time to continue calculating the correct answer after the quiz is output again. It can be configured. At this time, the second time may be relatively longer than the first time. If the second time is longer than the first time, it can be effective in increasing the probability of getting the correct answer by increasing the time available to derive the correct answer on one's own.

Figures 7A to 7D are reference diagrams illustrating quizzes that can be used using the mathematics tool according to the present invention. The quizzes described below may be stored as quiz data or sound source data in the database described above.

As shown in Figure 7a, when mark number 1 among the quiz marks is recognized as Safen, Safen outputs "Put 13 jewels and press OK." Then, the learner can complete the quiz by placing 13 individual tiles in the shape of jewels or 1 group tile and 3 individual tiles and recognizing the correct answer marker with a sapen. This group of quizzes allows you to visually check numbers and quantities and learn the concepts of numbers and quantities accordingly.

And, as shown in Figure 7b, when mark number 8 of the quiz marker is recognized by Safen, Safen outputs “Find and print 34.” Then, the learner can complete the quiz by finding the number corresponding to the correct answer on the backboard and recognizing it with a safe. Additionally, when Safen prints “Find and print a number that is 1 larger than 46,” the learner can complete the quiz by finding the number corresponding to the correct answer on the backboard and recognizing it with Safen. This group of quizzes can help you build the foundation of addition and subtraction because you can learn numbers as large as 1 or as small as 1 while learning numbers and quantities.

And, as shown in Figure 7c, when mark number 9 among the quiz marks is recognized by Safen, Safen outputs "Put 30 gems on top and 5 gems on the bottom and press OK." Then, the learner places three jewel-shaped bundled tiles on top, five individual tiles below, and recognizes the correct answer marker with a safe. At this time, Seipen asked, “How many did you get when you added 5 to 30? It prints “Find the right number using the back button and press the back button,” and the learner can complete the quiz by recognizing the correct answer, 35, with a Safe Pen. This group of quizzes can help you learn full-scale addition and subtraction operations.

Lastly, as shown in Figure 7d, the number operation teaching aid of the present invention can provide a game that utilizes number concepts or operation laws using a backboard and number tiles.

For example, 6 special tiles are freely placed on the edge of the backboard, and each learner takes 10 numbered number tiles to start the game. Taking turns, players connect and place several tiles with the same number on the front or back as the tile placed by the person who started earlier. At this time, the person who places the tile in the special tile spot can take the special tile. If there are no tiles to place, take one of the remaining face-down tiles in the stack and pass the turn to the next person. The game ends when all the tiles are placed until the last spot, or when one learner places all the tiles. Here, the number of stars of the special tiles taken by each learner is added up, and the person with the fewest tiles left gets +3 points, and the person who placed all the tiles gets +5 points to calculate the score and determine the winner or loser.

This group of games can increase the learning effect because it can learn both the concepts of number and quantity and utilize the laws of operation in the process of calculating scores, and it makes learning more interesting because learning is done without getting bored through games. There is an effect that can be induced.

Therefore, according to the teaching aid for numerical operations according to the present invention, it is possible to induce self-learning related to number concepts and operation laws, and to construct various learning-related contents using a backboard, number tile, and safe pen. By adding a cutting area to the male tile, it is easier to grip the puzzle-type male tile. At the same time, by adding a colored underbar, it becomes easier to classify the male tile by number size, and the number of various colors and patterns such as the shape of a jewel is made easier. By using tiles, learners can increase their curiosity and willingness to participate, and have the effect of quickly presenting the correct answer without having to search for the number tiles one by one through the back button.

In the above, specific embodiments have been shown and described to illustrate the technical idea of the present invention, but the present invention is not limited to the same configuration and operation as the specific embodiments as described above, and various modifications may be made without departing from the scope of the present invention. It can be carried out within. Accordingly, such modifications should also be considered as falling within the scope+ of the present invention, and the scope of the present invention should be determined by the claims described below.

100: Teaching aids for arithmetic operations
110: backboard
120: hand tile
130: back button
140: Safen

Claims (6)

A plurality of number tiles in which the same number or different numbers or operation symbols are respectively written, or made up of multiple colors or design patterns; and
a backboard having a first area where a plurality of number tiles are placed in a set matrix pattern, and a second area where one number tile considered as the correct answer is placed in an area excluding the first area; Includes,
The above hand tile is,
An individual tile including a cutting area cut so that at least one or a plurality of vertices are inclined in the shape of a rectangular plate,
The individual tile includes a plurality of bundled tiles connected in a set pattern,
The individual tiles and bundled tiles are made of one or multiple colors,
A teaching aid for arithmetic operations, characterized in that it includes a colored underbar provided adjacent to the written numbers. delete In claim 1,
When adjacent to the male tile or backboard, the number further includes a safen that detects an output signal according to the number or operation symbol of the male tile or an output signal generated from the backboard and outputs it as sound or vibration. Learning aids. In claim 3,
The backboard is,
a third area in which a language marker for executing one of a plurality of languages stored in the SafePen is provided in an area excluding the first area and the second area;
A teaching aid for number calculations, comprising a fourth area in which a quiz marker for executing a plurality of number calculation quizzes stored in the safen is provided in areas excluding the first to third areas. In claim 4,
The backboard is,
A teaching aid for arithmetic operations, which is disposed in an area excluding the first to fourth areas and includes a fifth area where a correct answer marker is provided to recognize that the correct answer to the quiz provided by the Safen has been confirmed. In claim 4,
Further comprising a back button provided separately from the backboard so that it can be recognized through the safe pen,
The back button is,
It additionally includes the first region, third region, and fourth region,
A teaching aid for arithmetic, characterized in that numbers from 1 to 100 are written in the first area, language marks are provided in the third area, and quiz marks are provided in the fourth area.