KR20240055355A - Teaching aid for improving creativity in mathematical science - Google Patents

Abstract

The present invention relates to a teaching aid for improving creativity in mathematical science. This is a press-processed flexible and plastic synthetic resin plate with a certain thickness, a central part with a center hole formed through it, a plurality of parts that extend radially around the central part and have a certain included angle, and can be folded or cut without tools. A variable link consisting of an extension part; A connecting tube that is a hollow elastic member of a certain diameter extending in the longitudinal direction that can be folded or cut without tools, receives the extension while being pressed by an external force, and then elastically restores it to maintain a coupled state with the extension through elastic restoring force. is included.
The teaching aid for improving creativity in mathematical sciences of the present invention, which is made as described above, has consumable components and is inexpensive, so it is not burdensome and can be used continuously even if a few pieces are lost during use. In addition, because it is not about creating a predetermined shape, but about freely creating what each person wants, flexible thinking ability can be developed.

Description

Teaching aid for improving creativity in mathematical science}

The present invention relates to a teaching tool for improving creativity related to mathematical sciences, and more specifically, for improving creativity in mathematical sciences, which creates results of desired shapes through various combinations considering angles and lengths. It's about the parish.

Various types of toys and teaching aids are known to improve the creativity of infants and children. One of them, block toys, is composed of several unit blocks made up of various three-dimensional shapes such as hexahedrons, cylinders, polygonal columns, and rod shapes. It stimulates the interest of infants and children and develops their cognitive abilities and fine muscles.

However, block-type toys have the disadvantage of easily losing interest because the shapes of unit blocks are not diverse and the shapes that can be made are limited. Additionally, if a unit block is lost, it may not match and block play may become impossible.

In addition to block-type toys, puzzle-type toys are also known. Puzzle-type toys are filled with puzzle pieces on a puzzle assembly surface provided inside a puzzle frame. However, puzzle-type toys are two-dimensional and involve matching predetermined pictures, so there is a limit to improving creativity. Also, in most cases, it requires a lot of concentration, so it's easy to get bored.

As a technology behind inventions related to creativity toys, Domestic Patent Publication No. 10-1740969 (Assembled Toy Set for Creativity Development) has been disclosed.

The disclosed toy set includes a plurality of rods; A variable link into which a plurality of rods can be inserted includes a connection flange connecting a plurality of rods, wherein the rod includes a body portion; Spherical spherical protrusions disposed at both ends of the body portion; A groove portion disposed between the body portion and the spherical protrusion; It includes a threaded fastening part between the groove and the body and a side protrusion protruding from the outer peripheral surface of the body, and the variable link includes a cylindrical central body with a through hole in the center into which a rod can be inserted, and a through hole from the outer peripheral surface of the central body. A plurality of insertion grooves that are concave toward and have a curved surface corresponding to the spherical protrusion, are disposed between the insertion grooves, and protrude from a plurality of fastening protrusions and fastening protrusions protruding from the outer peripheral surface of the central body, but have an insertion groove. It includes support protrusions arranged on surfaces facing each other, the spherical protrusion is inserted into the insertion groove, the groove portion is sandwiched between the supporting protrusions facing each other, and the connecting flange is a screw corresponding to the thread formed on the fastening portion. Grooves are formed at both ends of the interior to connect rods to each other.

However, the toy set has a disadvantage in that it lacks expandability because the shapes that can be made are limited.

The present invention was created to solve the above problems. It is inexpensive, so it is not burdensome, can be used continuously even if a few pieces are lost during use, and has infinite expandability to foster flexible thinking skills and improve creativity in mathematical science. The purpose is to provide teaching aids.

The teaching tool for improving creativity in mathematical sciences of the present invention as a means of solving the problem for achieving the above purpose is made by pressing a flexible and plastic synthetic resin plate with a certain thickness, and is centered on the central portion through which the center hole is formed. a variable link that extends in a radial direction and has a certain angle between them, and is made up of a plurality of extension parts that can be folded or cut without tools; A connecting tube that is a hollow elastic member of a certain diameter extending in the longitudinal direction and can be folded or cut without tools, receives the extension while being pressed by an external force, is elastically restored, and maintains a coupled state with the extension through elastic restoring force. is included.

In addition, magnets for fixing two or more variable links in a stacked state are embedded and fixed in the extension part of the variable link, and cover sheets to prevent the magnets from being separated are laminated on both sides of the variable link.

In addition, the teaching tool for improving creativity in mathematical science of the present invention as a means of solving the problem for achieving the above object is a center disk that takes the shape of a disk of a certain thickness, one end of which is fixed to the center disk and radiates in the direction of the center disk. It is an extended flexible and plastic linear member with teeth formed on the surface, a plurality of elongated teeth arranged at an angle, a certain thickness and width, and a plurality of rotary blades that are coupled to the elongated teeth and can be rotated using the elongated needles as a rotation axis. variable link; It is a hollow elastic member of a certain diameter extending in the longitudinal direction that can be folded or cut without tools, and after receiving the extension at the end while being pressed by an external force, it is elastically restored and maintains the coupled state with the extension through elastic restoring force. Provided with a connecting tube.

In addition, the connecting tube is; It is a straw-shaped member molded from synthetic resin, and when external force is applied, stress is concentrated to form a notch line that acts as a fold line or cutting line.

The teaching aid for improving creativity in mathematical sciences of the present invention, which is made as described above, has consumable components and is inexpensive, so it is not burdensome and can be used continuously even if a few pieces are lost during use.

In addition, because it is not about creating a predetermined shape, but about freely creating what each person wants, flexible thinking ability can be developed.

Figure 1 is a diagram showing various examples of variable links in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.
Figures 2 to 5 are diagrams showing an example of application of a variable link in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.
Figures 6 to 10 are diagrams showing various examples of connecting tubes in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.
Figures 11 and 12 are diagrams for explaining a multi-purpose ring included in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.
Figure 13 is a diagram for explaining a method of fitting a variable link and a connecting tube according to an embodiment of the present invention.
Figures 14 to 16 are diagrams showing, for example, creative works using a teaching tool for improving creativity in mathematical sciences according to an embodiment of the present invention.

Hereinafter, one embodiment according to the present invention will be described in more detail with reference to the attached drawings.

The teaching aid for improving creativity in mathematical science according to this embodiment allows each person to develop flexible thinking skills by creating a result of the desired shape through various combinations considering angle and length. In particular, since the parts are consumable, the price is low, so you don't have to worry about it, and you can use it regardless if you lose a few parts during use. Furthermore, it can be cut or folded as needed during use, so the scope for creativity is almost limitless.

Figure 1 is a diagram showing various examples of variable links in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention, and Figures 2 to 5 are teaching aids for improving creativity in mathematical sciences according to an embodiment of the present invention. This is a diagram showing an example of application of a variable link in .

The teaching aid for improving creativity according to this embodiment is composed of a combination of the variable link 11 shown in FIGS. 1 to 5 and the connecting tube 31 shown in FIGS. 6 to 10. The method of combination is a personal choice. These variable links 11 and connecting tubes 31 can be distributed and used by putting several hundred of each type in plastic bags or boxes.

First, the variable link 11 shown in FIGS. 1A to 1G is manufactured by pressing a flexible and plastic synthetic resin plate with a certain thickness, and has a central portion 11a and an extension portion 11c.

The central portion 11a is the geometric center of the variable link 11. Depending on the type of variable link 11, some have a center hole 11e formed in the central portion 11a (FIGS. 1e, 1f, and 1g). The center hole (11e) is a hole that accommodates the connecting tube (31). The center hole 11e is used to fix the connecting tube 31 to the center of the variable link 11, as shown in FIGS. 14 to 16.

In addition, the extension portion 11c is a portion that extends radially around the central portion 11a and has a certain angle, and is inserted and fixed to the end of the connecting tube 31 as shown in FIG. 13. The plurality of extension parts 11c are arranged at an equal angle around the central part 11a. Additionally, the width of the extension portion 11c is constant, and the extension end may be rounded or have a pointed shape so that it can be easily inserted into the connection tube 31. The variable link 11 in Figure 1a is a rudder having two extension parts 11c.

In particular, since the variable link 11 has flexibility and plasticity, the extension portion 11c can be freely folded at a desired angle. Since the extension portion 11c can be folded back and forth in this way, the scalability of assembly through teaching aids is greatly increased.

The variable link 11 described above has a symmetrical structure, but the variable link 11 described below has an asymmetric shape. The asymmetric variable link 11 also has flexibility and plasticity, and can be used according to the shape of various assemblies using teaching aids. The variable link 11 of FIGS. 1H to 1K is also produced by pressing a flexible and plastic synthetic resin plate of a certain thickness.

The variable link 11 shown in FIG. 1H approximately takes the shape of the letter C. Additionally, the variable link 11 in FIG. 1(i) has a coupling slit 11g in the central portion. The coupling slit (11g) is fitted and coupled to the coupling slit of another variable link (11). A criss-cross assembly can be created by combining two variable links (11). The width of the coupling slit (11g) is equal to the thickness of the variable link (11). Therefore, other types of variable links 11 can also be fitted into the coupling slit 11g.

The variable link 11 in FIG. 1(j) has a tube fitting groove 11p formed at one end of the linear extension 11c. And the variable link 11 of Figure 1k consists of an extension part 11c that is opened at an angle of 45 degrees and two tube fitting groove parts 11p.

The asymmetric variable link 11 is also a part of the parts used to create an assembly using a teaching tool.

The variable link 11 shown in FIG. 1(L) has a structure in which a vertical extension portion 11f is integrally formed in the center of three extension portions (central portion 11a). The vertical extension portion 11f may be inserted into the interior of the connecting tube 31.

The variable link 11 of FIG. 1m is provided with vertical extension parts 11f above and below the center of the four extension parts 11c. The vertical extension portion 11f is also coupled to the connecting tube 31.

And the variable link 11 of FIG. 1N has a shape in which a pair of legs 11q are connected to one end of the extension portion 11c, and a tube fitting hole 11r is provided at the end of the legs 11q. A multi-purpose ring (41 in Figure 12) can be accommodated between the legs as a wheel. At this time, the connecting tube 31 inserted into the tube fitting hole 11r is a wheel axle.

Meanwhile, the variable link 11 of the type shown in FIG. 2A has two through holes 11h and a notch line 11j in each of the four extension parts 11c. The through hole 11h is a hole into which the connecting tube 31 can be inserted. Additionally, the notch line 11j is a straight sheath provided for folding or cutting the extension portion 11c.

The user can hold the left and right sides of the notch line 11j and twist to cut the extension portion 11c, as shown in FIG. 2B. In making the desired assembly, if the extension portion 11c is not needed, the extension portion 11c is cut, as if pruning.

In particular, since the notch line 11j is provided, a separate tool for cutting the extension portion 11c is not required. For example, there is no need to use scissors or a knife. Children may injure their hands while using scissors or knives, but since scissors or knives are not used, they can use them safely without a guardian.

Additionally, the extension portion 11d can be folded as shown in FIG. 2C using the notch line 11j as a fold line. As described above, the variable link 11 has flexibility and plasticity, so when folded, it maintains the folded state. A three-dimensional structure can be manufactured by fixing the connecting tube 31 to the end of the folded extension part 11d.

The variable link 11 of the type shown in FIG. 3 has a magnet 17 in each extension portion 11c. The magnet 17 is a sheet-shaped magnet having the same thickness as the variable link 11, and serves to fix two or more variable links in a stacked state.

When constructing an assembly using teaching aids, there are times when it is necessary to stack and secure several variable links (11) depending on the shape of the assembly. In this case, the variable link (11) with a magnet (17) embedded therein is used. In other words, as shown in FIG. 3C, when making a structure where the center of gravity is not aligned, several sheets of variable links 11 (equipped with magnets 17) are overlapped to, for example, serve as a pedestal, thereby forming the structure. This is to prevent falling in the direction of arrow a.

In addition, as shown in Figure 3b, cover sheets 19 are laminated on both sides of the variable link 11. The cover sheet 19 is a transparent film-like member and is attached to the variable link 11 to prevent the magnet 17 from being separated. The cover sheet 19 is selectively attached only to the area where the magnet 17 is located and does not cover the area where the notch line 11j is located.

The variable link 11 of the type shown in FIG. 4 is provided with adhesive cloths 21a and 21b. The adhesive cloth (21a, 21b) is a Velcro cloth that can be attached and detached and is used when stacking multiple variable links (11). By applying the adhesive cloths 21a and 21b, a plurality of variable links 11 can be stacked in the same manner as described with reference to FIG. 3.

Meanwhile, the variable link 11 shown in FIG. 5 includes a center disk 23, a plurality of extension needles 24, and rotary blades 25.

The center disk 23 is a disk-shaped member with a certain thickness and diameter and forms the center of the variable link 11. The center disk 23 is also made of a synthetic resin sheet with flexibility and plasticity. The diameter of the center disk 23 may be the same as the width of the rotary blades 25.

The extension needle 24 is a flexible and plastic linear member whose one end is fixed to the center disk 23 and extends in a radial direction of the center disk. A plurality of extension needles 24 are arranged at an equal angle around the center disk 23. In addition, the applied number of extension needles 24 may vary. The extension needle 24 can be made of metal.

And tooth portions 24a are formed on the surface of the extension teeth 24. The toothed portion 24a prevents the coupled rotor blade 25 from falling out in the direction of arrow d.

The rotary blade 25 is a plate-shaped member that is coupled to the extension needle 24 and can rotate in the direction of arrow c or the opposite direction using the extension needle 24 as a rotation axis. The rotary blade 25 has a certain width and thickness and has flexibility and plasticity. In addition, a needle holding groove (25a) is formed on the central axis of the rotary blade (25).

The needle holding groove (25a) is a groove into which the extension needle (24) is inserted. As the extension needle 24 is inserted into the needle holding groove 25a, the rotary blade 25 is coupled to the extension needle 24. As mentioned above, since the rotary blades 25 are rotatable, you can rotate the rotary blades 25 at an appropriate angle to create your own special assembly rather than the fixed shape made by others. (This improves creativity. It is the essence of.)

Figures 6 to 10 are diagrams showing various examples of the connecting tube 31 in the teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.

The connecting tube 31 is a straw-shaped member of a certain diameter extending straight in the longitudinal direction and has a notch line 31a so that it can be folded or cut without tools. Additionally, the connecting tube 31 is elastically deformable. When you press the connecting tube, it becomes distorted, and when you release it, it returns to its original state.

As shown in FIG. 13, the connecting tube 31 receives and secures the extension portion 11c of the variable link 11. When the end of the connecting tube 31 is pressed flat and the extension part 11c is inserted into the pressed end and the hand is released, the pressed end is elastically restored to a round shape and the width direction end of the extension part 11c is pressed. , the coupling state with the extension portion 11c is maintained. Of course, if the variable link 11 is intentionally pulled from the connecting tube 31, the variable link comes off from the connecting tube 31.

The connecting tube 31 shown in FIG. 7 has a notch line 31a. The notch line (31a) is a sheath for cutting. When the notch line 31a is cut, the connecting tube 31 is rolled in the direction of arrow e, as shown in Figure 7b, and the overall diameter becomes smaller. The reason for making the diameter small is to connect multiple connecting tubes 31 (of the same diameter to begin with) in the longitudinal direction. By inserting the cut end of the connection tube into the uncut end of the connection tube, the plurality of connection tubes 31 can be elongated.

The incision of the notch line 31a can be made by hand without tools. For example, if the notch line (31a) is repeatedly folded and unfolded by pressing the connecting tube (31), stress fatigue occurs in the notch line and it is easily cut.

In the connecting tube 31 of FIGS. 8a and 8b, a plurality of notch lines 31a are applied in the longitudinal direction of the connecting tube. The notch line 31a in FIG. 8 is a part that is cut when the length of the connecting tube 31 is longer than required. The user holds both sides of the notch line (31a) and applies a shearing force to the connecting tube (31) to perform cutting.

In the connecting tube 31 of FIGS. 9a and 9b, notch lines 31a are formed only at both ends of the connecting tube. The notch lines 31a are spaced at regular intervals in the circumferential direction of the connecting tube. By cutting the notch line (31a), it becomes possible to couple it with the end of another connecting tube, as shown in FIG. 13.

And, the connecting tube 31 shown in FIG. 10A has a plurality of side holes 31c. The side hole 31c is a hole disposed along the longitudinal direction of the connecting tube 31, and allows the connecting tube 31 of a smaller diameter to pass through, as shown in FIG. 10B. In this way, a railroad track or a ladder can be made using the connecting tube 31 having the side hole 31c.

Figures 11 and 12 are diagrams for explaining the multi-purpose ring 41 included in a teaching aid for improving creativity in mathematical sciences according to an embodiment of the present invention.

The multi-purpose ring (41) is manufactured by cutting a square elastic plate (43) thicker than the variable link (11). The multipurpose ring 41 takes the shape of a ring and can be used for various purposes. For example, as shown in Figure 16, it can also be used as a car wheel. The multi-purpose ring 41 may be an elastic synthetic resin plate or a rubber plate. Additionally, the thickness of the multipurpose ring is about 1cm.

Figure 13 is a diagram for explaining the fitting method of the variable link 11 and the connecting tube 31 according to an embodiment of the present invention.

As shown, various types of variable links 11 are connected to connecting tubes 31, and the connecting tubes 31 are also connected to each other. This connection method is the same as described above.

Figures 14 to 16 are diagrams showing, for example, creative works using a teaching tool for improving creativity in mathematical sciences according to an embodiment of the present invention.

As shown, various assemblies can be made by connecting the variable link 11, the connecting tube 31, and the multi-purpose ring 41 in various combinations. Multiple extensions (11c) are formed on the variable link (11) and can be folded or cut, and the connecting tube (31) can also be folded or cut, so you can use your creativity to think of and create more diverse structures. You can.

Above, the present invention has been described in detail through specific embodiments, but the present invention is not limited to the above embodiments, and various modifications can be made by those skilled in the art within the scope of the technical idea of the present invention.

11: Variable link 11a: Central part 11c: Extension part
11d: extension 11e: center hole 11f: vertical extension
11g: Combined slit 11h: Through hole 11j: Notch line
11p: Tube insertion groove 11q: Leg 11r: Tube insertion hole
17: Magnet 19: Cover sheet 21a, 21b: Adhesive cloth
23: Center disk 24: Extension needle 24a: Tooth portion
25: Rotating blade 25a: Needle holding groove 31: Connecting tube
31a: Notch line 31c: Side hole 41: Multipurpose ring
43:Elastic plate

Claims (4)

It is made by pressing a flexible and plastic synthetic resin plate with a certain thickness, and has a central part with a center hole formed through it, and a plurality of extension parts that extend radially around the central part, have a certain angle between them, and can be folded or cut without tools. A variable link formed;
A connecting tube that is a hollow elastic member of a certain diameter extending in the longitudinal direction that can be folded or cut without tools, receives the extension while being pressed by an external force, and then elastically restores it to maintain a coupled state with the extension through elastic restoring force. Contains,
A teaching tool for improving creativity in mathematical sciences. According to paragraph 1,
A magnet for fixing two or more variable links in a stacked state is embedded and fixed in the extension part of the variable link,
Cover sheets are laminated on both sides of the variable link to prevent the magnet from coming off.
A teaching tool for improving creativity in mathematical sciences. A center disk that takes the shape of a disk with a certain thickness, one end of which is fixed to the center disk and a flexible and plastic linear member extending in the radial direction of the center disk, with teeth formed on the surface and a plurality of extending teeth arranged at an angle, a variable link having a thickness and width and including a plurality of rotary blades coupled to the extension needles and capable of rotating using the extension needles as a rotation axis;
It is a hollow elastic member of a certain diameter extending in the longitudinal direction that can be folded or cut without tools, and after receiving the extension at the end while being pressed by an external force, it is elastically restored and maintains the coupled state with the extension through elastic restoring force. Equipped with a connecting tube,
A teaching tool for improving creativity in mathematical sciences. According to claim 1 or 3,
The connecting tube is;
It is a straw-shaped member molded from synthetic resin, and when external force is applied, stress is concentrated to form a notch line that acts as a fold line or cutting line.
A teaching tool for improving creativity in mathematical sciences.

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