KR20160134886A

KR20160134886A - Teaching aids for mathematics study

Info

Publication number: KR20160134886A
Application number: KR1020150066390A
Authority: KR
Inventors: 양후기; 최갑숙
Original assignee: 최갑숙
Priority date: 2015-05-13
Filing date: 2015-05-13
Publication date: 2016-11-24

Abstract

Provided is a teaching aid for mathematics study, comprising at least two hexahedral dices, wherein a number among 1 to 5, or a symbol or a figure representing the number is displayed on each side. Children can learn arithmetic operations by throwing each dice, and voluntarily calculate numbers listed by arranging and combining the numbers displayed on the dices based on a basic rule.

Description

{Teaching aids for mathematics study}

More particularly, the present invention relates to a mathematical learning teaching paradigm, and more particularly, to a mathematical learning teaching paradigm comprising at least two or more dice each having a hexahedron, And a mathematical learning paradigm using a die capable of learning addition or multiplication through a combination of various numbers displayed on the top by throwing a die.

The most basic thing in arithmetic operations is arithmetic operations, which are one-digit addition and multiplication. If one-sided addition and multiplication can be done freely, it is possible to raise the power of thinking which can freely expand subtraction, multiplication and division as well as a larger number of additions.

However, conventional mathematical learning teaching materials and teaching materials are widely used in the form of printed matter in which a plurality of problems are simply listed on one sheet of paper. This kind of learning method is to learn the correct answer by letting the children calculate the addition or multiplication problem on a paper or a blackboard. To solve the problem of similar structure repeatedly many times, A large number of the same types of problems are arranged on the ground of the floor.

However, although the teaching method using the learning paper described above is repeatedly described in order to facilitate comprehension of the operation even though it is a problem of the same structure, it is difficult for the children to feel disgust easily, Frequent and overlapping explanations occupy the majority of the learning space described in the learning paper, and therefore, when the problems necessary for obtaining the desired learning effect are described, there is a problem that the learning paper becomes thicker than necessary.

On the other hand, children of low age will have difficulty in calculation exceeding the number 5 counted by one hand even if single digits are added. Thus, simply sorting out the problem and repeating it as such causes the learning effect of low age children to deteriorate.

In order to solve some of these problems, Korean Patent No. 10-1100823 discloses a teaching material for mathematics learning comprising a basic numeric plate and a transparent window in which a plurality of unit numbers are repeatedly arranged on a piece of cardboard, . However, the prior art has a disadvantage in that it is very inconvenient to store and carry because the size of the basic numeric keypad is large.

Japanese Patent Application Laid-Open No. 2005-227303 Korean Patent No. 10-1100823

SUMMARY OF THE INVENTION The present invention has been made to solve the above-mentioned problems of the prior art, and it is an object of the present invention to provide at least two or more combination learning dice each having a number of 1 to 5, And a multiplicative learning of a mathematical learning die using a die.

It is another object of the present invention to provide a mathematical learning paradigm using a die capable of learning a plurality of deformed problems of the same type by providing a combination of various numbers by using only such a die, .

In order to achieve the above object, the dice teaching mathematics learning die using the dice according to the present invention comprises at least two combination learning dice each of which is formed of a polyhedron and on each of which a number or a symbol And each of the combination learning dice is thrown to learn addition or multiplication through a combination of numbers displayed on the upper surface.

According to an aspect of the present invention, there is provided a game system comprising: a basic learning die having a hexahedron and displaying basic numbers 5 on each side; First and second combination learning dice each made up of a hexahedron and each of which has one of numbers 1 to 4 displayed; And the additive or multiplicative learning can be performed through various combinations of the basic learning die and the combination learning die, and the numbers displayed on the upper side.

According to a preferred feature of the present invention, the first and second combination learning dice are displayed with numbers 1-2-3-4-1-2 on each side, or numerals 1-2-3-4-3-4 May be displayed.

According to a preferred aspect of the present invention, the mathematics learning diathesis of the present embodiment further includes a plurality of planar blocks each having numerals 1 to 5 on one side thereof, wherein the basic learning die and the first combination learning die, Learning can be performed by adding the dice and the second combination learning dice to add the numbers exposed on the upper surface and finding the remaining number necessary to complete the number 10 in the plane block.

The number 1 is displayed on one side of the plane block, the number 4 is displayed on the other side, the number 3 is displayed on the other side, and the number 3 is displayed on the other side. The number 1 on the other side is displayed on the other side, and the number 5 is displayed on the other side.

According to a preferred aspect of the present invention, the number displayed on each face of the die, the basic learning die and the combination learning die is an Arabic numerals, a Roman numeral, or a symbol representing the corresponding number, It can be one of the patterns consisting of lines connecting points.

According to a preferred feature of the present invention, the number displayed on the plane block may be one of Arabic numerals, Roman numerals, or a symbol representing the corresponding number, or a pattern composed of a number of points corresponding to the corresponding number and a line connecting each point have.

As described above, the present invention is made up of at least two dice, each of which has a hexahedron and on each of which a number or a symbol or figure representing the number is displayed, There is an effect that infants can learn and operate autonomously according to the basic rules.

In addition, since the size and volume of the dice are small, it is easy to carry and various combinations of selectively arranged numbers are provided, so that it is possible to learn various types of deformed problems of the same type with only a few dice.

1 is a perspective view showing a basic learning die of a teaching mat for mathematics according to an embodiment of the present invention.
2 is an exploded view of Fig.
FIG. 3 is a perspective view showing a combination learning die of a diathesis for mathematics learning according to an embodiment of the present invention.
Figure 4 is an exploded view of Figure 3;
FIG. 5 is a perspective view showing a planar block of a teaching mat for mathematics according to an embodiment of the present invention. FIG.
6 is a bottom view of Fig.
FIG. 7 is a perspective view showing a basic learning die, a first combination learning die, and a planar block in the teaching mat for mathematics according to an embodiment of the present invention; FIG.
FIG. 8 is a perspective view showing a basic learning dice, a second combination learning dice, and a planar block of a mathematics teaching parapent according to an embodiment of the present invention.

Hereinafter, embodiments of the present invention will be described with reference to the accompanying drawings. However, the embodiments of the present invention can be modified into various other forms, and the scope of the present invention is not limited to the following embodiments.

In addition, to include an element throughout the specification does not exclude other elements unless specifically stated otherwise, but may include other elements.

The teaching mathematics of the present invention is made up of at least two combination learning dice. Each of the combination learning dice is formed of a polyhedron, and one of the numbers 1 to 5 or a symbol or figure representing the corresponding number is displayed on each side. The mathematics learning diathesis of this embodiment can be used, for example, for infant basic mathematical operation learning, and is constructed so that children can learn addition or multiplication autonomously through a combination of numbers displayed on the top by throwing each die.

The diagonal according to an embodiment of the present invention may include the basic learning dice 10 and the first and second combination learning dice 20 and 20 '.

Referring to FIG. 1, the basic learning die 10 is formed in a hexahedron. When all the basic numbers 5 are displayed on each surface 11, the number 5 is always displayed on the top surface.

In addition, although the basic learning dice 10 may be made of wood or synthetic resin, the present invention is not limited thereto. For example, as shown in FIG. 2, the basic learning die 10 can be manufactured by cutting a piece of paper on which a developed view is printed, if necessary, and folding it into a hexahedron.

Also, the number 5 on each side of the base learning dice (10) may be an Arabic or Roman number, or it may be used to concentrate the learner's attention, And a pattern composed of a corresponding number of points and a line connecting each point.

3, 7 and 8, the first and second combination learning dice 20 and 20 'are formed in a hexahedron. The first and second combination learning dice 20 and 20 'may be made of wood or synthetic resin, but the present invention is not limited thereto. For example, as shown in Fig. 4, the first combination learning die 20 can be produced by cutting a piece of paper on which a developed view is printed, if necessary, and then folding it into a hexahedron. Likewise, the second combination learning die 20 'can be produced by cutting a piece of paper on which a developed view is printed, folding it, and assembling it into a hexahedron.

In addition, each of the first and second combination learning dice 20, 20 'has one of numerals (1 to 4) 22-25 on each side 21 thereof. As an example, a number 1-2-3-4-1-2 may be displayed on each face 21 of the first combination learning die 20. Therefore, when the first combination learning die 20 is thrown, the probability of the numbers 1 and 2 being displayed on the upper surface is 50%. As another example, the numbers 1-2-3-4-3-4 may be displayed on each face of the second combination learning die 20 '. Therefore, when the second combination learning use die 20 'throws, the probability that the numbers 3 and 4 are displayed on the upper face becomes 50%.

The number 22-25 displayed on each face of the first and second combination learning dice 20 and 20 'may be an Arabic numeral or a Roman numeral similar to the symbols displayed on each face of the basic learning die 10, Or a pattern composed of a symbol representing the corresponding number or a line connecting the number of points corresponding to the corresponding number and each point so that the child can easily grasp the number so that the child can easily grasp the number.

7, the basic learning die 10 and the first combination learning die 20, as shown in FIG. 8, and the basic learning die (FIG. 8), as shown in FIG. 8, 10) and the second combination learning die 20 'to perform addition learning through combinations of numbers exposed on the upper surface.

At this time, the learner can combine the two to check the number of exposures exposed on the surface of the die, and find out the number of remainders needed to complete the number 10. For this purpose, A plurality of planar blocks 30, 40, 50, 60, and 70 are prepared.

5, there is shown a plurality of planar blocks 30, 40, 50, 60, 70 used in the teaching mathematics of the present invention. In the present embodiment, the first to fifth planar blocks 30, 40, 50, 60, and 70 have numerals 1 to 5 on one side 32, 42, 52, 62 and 72, respectively. Therefore, the learner throws the primary learning dice 10 and the first or second combination learning dice 20 and 20 ', or simultaneously throws the first and second combination learning dice 20 and 20' It is possible to proceed with calculation learning to find the remaining number necessary to complete the number 10 among the first to fifth planar blocks 30, 40, 50, 60,

At this time, the numbers displayed on the first to fifth plane blocks 30, 40, 50, 60, and 70 may be Arabic numerals or Roman numerals, or the learner's attention may be focused, A symbol representing a number, or a pattern composed of a number of points corresponding to the number and a line connecting the points.

6, the first to fifth planar blocks 30, 40, 50, 60, and 70 are provided on one surface (32, 42, 52, The first planar block 30 with the number 1 31 on one side 32 may be displayed on the other side 34, The second planar block 40 on which the numeral 2 41 is displayed on one side 42 is indicated by numeral 3 43 and the numeral 3 43 is displayed on the other side 44 and the numeral 3 The third planar block 50 is displayed with the numeral 2 53 on the other face 54 and the fourth planar block 60 on which the numeral 4 61 is displayed on the other face 62, And the number 5 (73) may be displayed on the other surface 74 of the fifth planar block 70 on which the number 5 is displayed on the first surface 72.

If the first to fifth planar blocks 30, 40, 50, 60, and 70 are displayed on both sides of the first planar block 30, the first planar block 30 may be inverted and used as a fourth planar block indicated by the numeral 4 The second planar block 40 can be used in the same manner as the third planar block indicated by the number 3 so that only the three planar blocks of the first through third planar blocks 30, .

Hereinafter, a learning method using the teaching material for mathematics learning of the present invention will be described with reference to an embodiment.

Generally, the most basic thing in an operation is one-digit operation. In particular, if one-sided addition can be made freely, it can raise the power of thinking to expand subtraction, multiplication, and division as well as a larger number of additions.

7, the combination of the basic learning die 10 and the first combination learning die 20 of the present embodiment includes a combination of the basic learning die 10 displaying the numeral 5 (12) on the upper face, 1 (22) is displayed on the first combination learning die 20 shown in FIG.

In this embodiment, a combination of numbers in which the numerals 5-1 are arranged in order from the left can be produced simply by arranging the basic learning die 10 and the first combination learning die 20 in a line. Therefore, children learn addition or multiplication by autonomously adding or numbering numbers and images to be multiplied in the head by the combination of numbers listed above.

For example, you can easily combine adjacent numbers 5 and 1 to add 5 + 1, and then 5 × 1, and so on. In this case, after adding 10 in the case of addition, it is calculated to be 10, and the remaining number required to complete the number 10, i.e., the remaining number 4 in the case of 5 + 1, is guided to be considered. Then, And the fourth plane block 60 in which the corresponding number is displayed is searched among the first to fourth plane blocks 30, 40, 50, 60, and 70.

5 + 2 = 7 (10-7 = 3) and 5 + 4 = 9 (10-9 = 3) are obtained by using the basic learning dice 10 and the first or second combination learning dice 20 and 20 ' 1) can be effectively learned. In this case, if you want to learn 5 + 5 = 10, you would use 2 basic learning dice (10).

8, the combination of the basic learning die 10 and the second combination learning die 20 'of the present embodiment includes a combination of a basic learning die 10 displaying the numeral 5 (12) on the upper face, And the second combination learning use die 20 'displaying the number 3 (24).

In the present embodiment, a combination of numbers in which the numbers 5 - 3 are arranged in order from the left can be simply generated by arranging the basic learning die 10 and the second combination learning die 20 'in a line . Therefore, children learn addition or multiplication by autonomously adding or numbering numbers and images to be multiplied in the head by the combination of numbers listed above.

For example, you can easily learn additions such as 5 + 3 by combining adjacent numbers 5 and 3. In this case, after calculating 10 by addition, it is guided to consider the remainder number 2 in the case of the remaining number necessary to complete the number 10, that is, 5 + 3, and then the first to fifth planar blocks 30, 40, 50, 60, and 70 of the second planar block 40 is displayed.

5 + 2 = 7 (10-7 = 3), 5 + 4 = 9 (10), and 10 + 7 are obtained by using the basic learning dice 10 and the first or second combination learning dice 20 and 20 ' -9 = 1) can be effectively learned. In this case, if you want to learn 5 + 5 = 10, you would use 2 basic learning dice (10).

Meanwhile, the number of the first or second combination learning dice 20, 20 'displayed on the upper surface is changed after the combination which can be calculated in the above embodiment is changed, or the number of the combination of the basic learning die 10 and the first or second combination learning die (20, 20 '). For example, the mathematics teaching diary of the present embodiment changes the positions of the basic learning dice 10 and the first or second combination learning dice 20, 20 'so that combinations of numbers listed as 1-5 or 3-5 Can be made.

In order to implement such a combination of various kinds of numbers, for example, one of the first learning dice 10 and the first combination learning dice 20 in which the number 1-2-3-4-1-2 is displayed or the number 1-2- And one set of the second combination learning dice 20 'in which 3-4-3-4 is displayed.

As described above, when the learning is performed according to the present embodiment, since the children learn the addition as the visualized image, the acquisition speed is very fast and the finger counting can be quickly discarded. In addition, through image learning, it is possible to develop children's ability to hydrate and assemble, and to develop creativity and expressive power. That is, children of low age have difficulty in calculation exceeding the number 5 even in case of one-digit addition. When learning is performed using a dice and a planar block as in the present embodiment, Numbers and images can be drawn in my head, so that I can effectively learn how to divide and combine numbers in various ways to obtain 10, especially by addition.

It will be understood by those skilled in the art that various changes in form and details may be made therein without departing from the spirit and scope of the invention as defined by the appended claims. It will be easy to understand. It is also to be understood that the technical spirit of the invention is also deemed to belong to the scope of the appended claims if the practice of such improvements, alterations, substitutions or additions falls within the scope of the appended claims.

10; Basic learning dice
11, 21; Die surface
12; Number 5
20. 20 '; The first and second combination learning dice
22, 23; Numbers 1 through 4
30, 40, 50, 60, 70; The first through fifth plane blocks
31, 33, 41, 43, 51, 53, 61, 63; Numbers 1 through 4
71, 73; Number 5
32, 42, 52, 62, 72; One side
34, 44, 54, 64, 74; When

Claims

Each of which is made up of a polyhedron and at least two or more combination learning dice each having a number of 1 to 5 or a symbol or figure indicating the corresponding number are displayed, Wherein the learning unit is configured to learn addition or multiplication through a dice.

A basic learning dice consisting of a hexahedron and having a base number of 5 on each side; First and second combination learning dice each made up of a hexahedron and each of which has one of numbers 1 to 4 displayed; / RTI >
Wherein the combination of the basic learning die and the combination learning die is used to perform addition or multiplication learning through various combinations of numbers displayed on the upper side.

3. The mathematical teaching paradigm according to claim 2, wherein the first combination learning die is represented by a numeral 1-2-3-4-1-2 on each side.

3. The mathematical teaching paradigm according to claim 2, wherein the second combination learning die is displayed with numbers 1-2-3-4-3-4 on each side thereof.

5. The method according to any one of claims 2 to 4,
Further comprising a plurality of planar blocks each having numbers 1 through 5 on one side thereof,
The basic learning die, the first combination learning die, or the basic combination learning die and the second combination learning die to add the numbers exposed on the top face to find the remaining number required to complete the number 10 in the plane block A mathematical teaching paradigm using a dice.

6. The method of claim 5, wherein the planar block has a number 1 on one side, a number 4 on the other side, a number 2 on the other side, a number 3 on the other side, and a number 3 on the other side, The number 2 is displayed, the numeral 4 is displayed on one side, the numeral 1 is displayed on the other side, and the numeral 5 is displayed on the other side.

5. The method according to any one of claims 1 to 4, wherein the numbers displayed on each face of the basic learning die and the combination learning die are Arabic numerals, Roman numerals, or symbols representing the numbers, And a line connecting the points and the dots.

[Claim 6] The method according to claim 5, wherein the number displayed in the plane block is one of Arabic numerals, Roman numerals, or a symbol representing a corresponding number, or a pattern comprising a number of points corresponding to the number, A mathematical teaching paradigm using dice.