TW201344649A - Mathematics teaching aid - Google Patents
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Description
本發明係有關於一種數學教具，尤其是指一種以直覺式教學方式幫助學齡前幼童或初接觸數學的學齡兒童提升數學上加法進位與減法借位運算能力之數學教具。The invention relates to a mathematics teaching aid, in particular to a mathematics teaching aid for improving the mathematical addition and subtraction borrowing ability of preschool children or schoolchildren who are initially exposed to mathematics in an intuitive teaching manner.
按，數學之所以被納入國民教育的基礎課程，係因數學乃是一般科學技術發展之碁石，也是文明演進的指標與推手；而數字的觀念與基礎運算更是學習數學之基礎，故幫助學童建立清晰的數字概念與運算能力便成了發展科學技術相當重要之一環；以往教導幼齡學童數學的方法，通常都是透過文字與口說，若是表達辭意不夠清楚，可能會導致學童產生模糊的印象與籠統的概念，另外，有些數學的概念並不是透過講述便可輕易了解，還需要學童實際操作經驗的累積；大家所熟知的算盤教具，是在同一軸桿上分成上下二部份，且於下部份穿設有四顆代表１之算珠，而上部份則穿設有一顆代表５的算珠；然，上述算盤教具對於學齡前幼童或初接觸數學的學齡兒童而言，難以理解數學十進位制的原理，也難以建立加法進位及減法借位的觀念，容易造成幼童在學習產生障礙。According to the fact that mathematics is included in the basic curriculum of national education, mathematics is the rock of the development of general science and technology, and also the indicator and promoter of the evolution of civilization; and the concept of digital and basic computing is the basis of learning mathematics, so it helps students. Establishing clear digital concepts and computing power has become a very important part of the development of science and technology. In the past, the methods of teaching mathematics for young schoolchildren were usually written through words and mouths. If the expression of the words is not clear enough, it may lead to blurring of the children. Impressions and general concepts. In addition, some mathematical concepts are not easily understood through storytelling. They also require the accumulation of practical experience of schoolchildren. The well-known abacus teaching aids are divided into upper and lower parts on the same shaft. In the lower part, there are four beads representing 1 and the upper part is wearing a bead representing 5; however, the above abacus teaching aids are for preschool children or school-age children who are new to mathematics. It is difficult to understand the principle of the mathematical decimal system, and it is difficult to establish the concept of addition and subtraction borrowing, which is easy to cause young Create an obstacle in learning.
此外，目前坊間針對初階數學基礎運算的輔助教具並不充裕，且多數普遍著重於聽覺和視覺的操作模式，以此操作模式容易讓學習者之聽覺和視覺感到疲乏，且無法適用於注意力難以集中的學童，故以此種教具教學通常會逐漸累積學童的學習壓力，而無法達到有效的學習效率，需進一步之改良。In addition, there are not enough auxiliary teaching aids for basic mathematics basic operations, and most of them generally focus on auditory and visual modes of operation. This mode of operation tends to make the learner's hearing and vision tired and unable to apply to attention. It is difficult to concentrate on schoolchildren. Therefore, teaching with such teaching aids will gradually accumulate the learning pressure of school children, but it will not achieve effective learning efficiency and further improvement is needed.
今，發明人即是鑑於上述現有之數學教具在實際實施上仍具有多處之缺失，於是乃一本孜孜不倦之精神，並藉由其豐富之專業知識及多年之實務經驗所輔佐，而加以改善，並據此研創出本發明。Nowadays, the inventor is still in the light of the inadequacy of the existing mathematics teaching aids in the actual implementation. It is also a tireless spirit and is improved by its rich professional knowledge and years of practical experience. And based on this, the present invention was developed.
本發明主要目的為提供一種數學教具，尤其是指一種以直覺式教學方式幫助學齡前幼童或初接觸數學之學齡兒童提升數學上的加法進位與減法借位運算能力之數學教具。The main object of the present invention is to provide a mathematics teaching aid, in particular to a mathematics teaching aid that helps a preschool boy or a school-age child who is initially exposed to mathematics to improve the mathematical addition and subtraction borrowing ability in an intuitive teaching manner.
為了達到上述實施目的，本發明人乃研擬如下實施技術，係包含有複數個運算式板體以及一答案板體，於每一運算式板體上設有加、減數學運算式，較佳係為加法進位或減法借位之數學運算式，而於答案板體上設有複數個對應數學運算式答案之數字區塊；藉此，學習者可以手或腳等肢體於答案板體上選擇正確之數字區塊，不僅可提升學習者對數字的觀念，並使其於娛樂中學習數學基礎之加、減法運算，使數學運算之反應更加敏捷外，亦能增加親子的互動關係；同時，藉由設於運算式板體上之加法進位或減法借位的數學運算式，使得學習者於遊戲娛樂中反覆不斷地學習後，自然地將進位與借位之數學運算式與其答案產生印象深刻的記憶連結，使得學習者對數學之加法進位及減法借位可從傳統的思考運算訓練轉變成直接式的反射訓練，以消除學齡前幼童或初接觸數學的學齡兒童對數學的恐懼感，進而培養學習者具有向數目挑戰的求知慾。In order to achieve the above-mentioned implementation, the inventors have developed the following implementation techniques, which include a plurality of arithmetical plates and an answer plate, and each of the arithmetic plates is provided with a mathematical operation of adding and subtracting, preferably. It is a mathematical expression of the addition or subtraction borrowing, and a plurality of digital blocks corresponding to the mathematical expression answers are arranged on the answer board; thereby, the learner can select the body or the foot on the answer board. The correct digital block not only enhances the learner's concept of numbers, but also makes it possible to learn the addition and subtraction of mathematical foundations in entertainment, so that the reaction of mathematical operations is more agile, and it can also increase the interaction between parents and children; By the mathematical operation of the addition or subtraction borrowing set on the arithmetic board, the learner will be deeply impressed by the mathematics and the answer of the borrowing and borrowing after the learner repeatedly learns in the game entertainment. The memory link makes the learner's addition and subtraction of mathematics can be transformed from traditional thinking operation training to direct reflection training to eliminate school age. Early contact with young children or mathematical school-age children for fear of mathematics, and to cultivate learners have curiosity to challenge the amount.
本發明之目的及其結構設計功能上的優點，將依據以下圖面所示之較佳實施例予以說明，俾使審查委員能對本發明有更深入且具體之瞭解。The object of the present invention and its structural design and advantages will be explained in the light of the preferred embodiments shown in the following drawings, so that the reviewing committee can have a more in-depth and specific understanding of the present invention.
首先，請參閱第一～二圖所示，為本發明數學教具之其一較佳實施例，係包含：First, referring to the first to second figures, a preferred embodiment of the mathematical teaching aid of the present invention includes:
複數個運算式板體（１），於每一運算式板體（１）上設有加、減數學運算式（１１）；其中，數學運算式（１１）係以印製、刻製或黏貼方式其中之一設置於運算式板體（１）上；以及A plurality of arithmetical plate bodies (1) are provided with an arithmetic operation formula (11) on each of the arithmetical plate bodies (1); wherein the mathematical operation formula (11) is printed, engraved or pasted. One of the modes is set on the arithmetic board body (1);
一答案板體（２），於其上設有複數個對應數學運算式（１１）答案之數字區塊（２１）；其中，數字區塊（２１）係以印製、刻製或黏貼方式其中之一設置於答案板體（２）上。An answer board (2) having a plurality of digital blocks (21) corresponding to the answer of the mathematical formula (11); wherein the digital block (21) is printed, engraved or pasted. One of them is set on the answer board (2).
請參閱第二～三圖所示，為本發明數學教具之其二較佳實施例，於本實施例中，運算式板體（１）上之數學運算式（１１）係為加法進位運算或為減法借位運算；其中，數學運算式（１１）若為加法進位運算時，其被加數的數字係由１至９其中之一，而加數之數字係由１至９其中之一，且每一數學運算式中的被加數與加數之和係為二位數；而數學運算式（１１）若為減法借位運算時，其被減數的數字係由１０至１８其中之一，而減數之數字係由１至９其中之一，且每一數學運算式中的被減數減去減數之差值係為個位數；舉例而言，若數學運算式（１１）為減法借位運算時，當被減數的數字為１０時，則減數之數字可為１至９其中之一，共９組；若被減數的數字為１１時，則減數之數字可為２至９其中之一，共８組；若被減數的數字為１２時，則減數之數字可為３至９其中之一，共７組；若被減數的數字為１３時，則減數之數字可為４至９其中之一，共６組；若被減數的數字為１４時，則減數之數字可為５至９其中之一，共５組；若被減數的數字為１５時，則減數之數字可為６至９其中之一，共４組；若被減數的數字為１６時，則減數之數字可為７至９其中之一，共３組；若被減數的數字為１７時，則減數之數字可為８或９，共２組；而若被減數的數字為１８時，則減數之數字為９，共１組，亦即本實施例之減法借位的數學運算式（１１）共有４５組；同理本實施例之加法進位的數學運算式（１１）則共有２５組，其總共７０組的數學運算式（１１）列出如下：１０－１、１０－９、１＋９、１０－２、１０－８、２＋８、１０－３、１０－７、３＋７、１０－４、１０－６、４＋６、１０－５、５＋５、１１－２、１１－９、２＋９、１１－３、１１－８、３＋８、１１－４、１１－７、４＋７、１１－５、１１－６、５＋６、１２－３、１２－９、３＋９、１２－４、１２－８、４＋８、１２－５、１２－７、５＋７、１２－６、６＋６、１３－４、１３－９、４＋９、１３－５、１３－８、５＋８、１３－６、１３－７、６＋７、１４－５、１４－９、５＋９、１４－６、１４－８、６＋８、１４－７、７＋７、１５－６、１５－９、６＋９、１５－７、１５－８、７＋８、１６－７、７＋９、１６－８、８＋８、１６－９、１７－８、１７－９、８＋９、１８－９以及９＋９。Please refer to the second to third figures, which are two preferred embodiments of the mathematical teaching aid of the present invention. In this embodiment, the mathematical operation formula (11) on the arithmetic board body (1) is an addition carry operation or For the subtraction borrowing operation; wherein, if the mathematical expression (11) is an additive carry operation, the number of the added digits is one of 1 to 9, and the number of the addend is one of 1 to 9. And the sum of the addend and the addend in each mathematical expression is two digits; and if the mathematical expression (11) is a subtraction borrowing, the number of the subtracted digits is from 10 to 18 First, the number of the subtraction is one of 1 to 9, and the difference between the subtracted minus the minus in each mathematical expression is a single digit; for example, if the mathematical expression (11) ) For the subtractive borrowing operation, when the number of the subtracted digit is 10, the number of the subtracted digit can be one of 1 to 9 for a total of 9 groups; if the number of the subtracted number is 11, the subtraction is The number can be one of 2 to 9 for a total of 8 groups; if the number of the subtracted number is 12, The number of the reduction can be one of 3 to 9 for a total of 7 groups; if the number of the subtraction is 13, the number of the reduction can be one of 4 to 9 for a total of 6 groups; When the number is 14, the number of the reduction can be one of 5 to 9 for a total of 5 groups; if the number of the subtraction is 15, the number of the reduction can be one of 6 to 9 for a total of 4 groups. If the number of the subtracted number is 16, the number of the subtraction may be one of 7 to 9 for a total of 3 groups; if the number of the subtracted number is 17, the number of the subtraction may be 8 or 9, A total of 2 groups; and if the number of the subtraction is 18, then the number of the subtraction is 9, a total of 1 group, that is, the mathematical operation formula (11) of the subtraction borrowing in this embodiment has 45 groups; The mathematical operation formula (11) of the addition carry of the embodiment has 25 groups, and a total of 70 sets of mathematical expressions (11) are listed as follows: 10-1, 10-9, 1+9, 10-2, 10-8, 2+8, 10-3, 10-7, 3+7, 10-4, 10-6, 4+6 10-5, 5+5, 11-2, 11-9, 2+9, 11-3, 11-8, 3+8, 11-4, 11-7, 4+7, 11-5, 11-6, 5+6, 12-3, 12-9, 3+9, 12-4, 12-8, 4+8, 12-5, 12-7, 5+7, 12-6, 6+6, 13-4, 13-9, 4+9, 13-5, 13-8, 5+8, 13-6, 13-7, 6+7, 14-5, 14-9, 5+9, 14-6, 14-8, 6+8, 14-7, 7+7, 15-6, 15-9, 6+9, 15- 7, 15-8, 7+8, 16-7, 7+9, 16-8, 8+8, 16-9, 17-8, 17-9, 8+9, 18-9, and 9+9.
根據上述之其二較佳實施例於實施使用時，請參閱第二～三圖所示，可以多位學習者相互競爭之遊戲方式確實增加學習者對數學之加法進位及減法借位的直接記憶，茲說明如下：首先，假設有四名學習者分別站或坐在答案板體（２）之四周，位於學習者前方之教學者隨機拿取一運算式板體（１）並使得四名學習者皆能看見運算式板體（１）上之數學運算式（１１）；接著，四名學習者需以其最快的速度於答案板體（２）中選擇所見數學運算式（１１）之正確答案，而最快以手或腳等肢體選擇正確數字區塊（２１）之學習者即能獲得分數，並依此遊戲規則進行直到教學者手中之運算式板體（１）皆使用完畢後，分數最高之學習者即為優勝者；藉此，學習者為了得勝，必須於遊戲過程中十分專注以搶得正確之數字區塊（２１），自然而然地可於遊戲中培養每一位學習者的專注力；且由於遊戲之勝敗係取決於速度之快慢，造成學習者一見到運算式板體（１）上的數學運算式（１１）時，大腦即必須立即反射出其正確解答，在訓練多次後，自然地可將數學運算式（１１）與其答案產生印象深刻的記憶連結，不僅使得學習者對數學之加法進位及減法借位可從傳統的思考運算訓練轉變成直接式的反射訓練，且讓學習者於娛樂中學習數學之加法進位及減法借位之運算方式，而不致於覺得枯燥無味，加速學習者克服進位與借位的挑戰，亦能一併消除對數學的恐懼感，培養學習者具有向數目挑戰的求知慾，進而達到本發明之目的。According to the second preferred embodiment described above, please refer to the second to third figures. The game mode in which multiple learners can compete with each other does increase the direct memory of the learner's addition and subtraction of mathematics. First, let's say: First, assume that four learners stand or sit around the answer board (2), and the instructor in front of the learner randomly takes an arithmetic board (1) and makes four learners All of them can see the mathematical expression (11) on the arithmetic board (1); then, the four learners need to select the mathematical expression (11) in the answer board (2) at its fastest speed. The correct answer, and the learner who chooses the correct digital block (21) with the body or the foot as soon as possible can get the score and follow the rules of the game until the mathematics board (1) in the hands of the instructor is used. The learner with the highest score is the winner; therefore, in order to win, the learner must concentrate on the correct digital block during the game (21), which is naturally possible. The concentration of each learner is cultivated; and because the game's victory depends on the speed, the brain must reflect immediately when the learner sees the mathematical expression (11) on the arithmetic board (1). With the correct answer, after training many times, it is natural to link the mathematical expression (11) with the impressive memory of the answer, which not only makes the learner's addition and subtraction of mathematics can be trained from the traditional thinking operation. Turning into direct reflection training, and allowing learners to learn the math addition and subtraction borrowing in the entertainment, without feeling dull, speeding up the learners to overcome the challenges of carry and borrow, can also eliminate The fear of mathematics encourages learners to have a desire for a number of challenges, thereby achieving the object of the present invention.
由上述之數學教具與實施說明可知，本發明具有以下優點：It can be seen from the above mathematical teaching aids and implementation description that the present invention has the following advantages:
- 本發明藉由設於運算式板體上之加法進位或減法借位之數學運算式，使得學習者於娛樂中反覆不斷地學習後，對於數學的減法借位與加法進位的運算變成一種直覺反應的能力，加速學習者克服進位與借位的挑戰，以消除學齡前幼童或初接觸數學的學齡兒童對數學的恐懼感，進而培養學習者具有向數目挑戰的求知慾。The invention realizes the mathematics subtraction borrowing and the addition carry operation into an intuitive reaction after the learner repeatedly learns continuously in the entertainment by the mathematical operation formula of the addition carry or the subtraction borrowing set on the arithmetic board body. The ability to accelerate learners to overcome the challenges of carry and borrow to eliminate the fear of mathematics for preschool children or school-age children who are new to mathematics, and to cultivate learners with a desire to challenge the number.
- 本發明藉由多位學習者相互競爭之遊戲不僅可培養每一位學習者的專注力，亦能自然地將進位與借位之數學運算式與其答案產生印象深刻的記憶連結，使得學習者對數學之加法進位及減法借位可從傳統的思考運算訓練轉變成直接式的反射訓練。The game in which the plurality of learners compete with each other not only cultivates the concentration of each learner, but also naturally links the mathematical formula of the carry and borrow with the answer to the impression, so that the learner Mathematical addition and subtraction borrowing can be transformed from traditional thinking operation training to direct reflection training.
- 本發明之數學教具藉由將數字具體明顯化，讓學習者可以手或腳等肢體於答案板體上選擇正確之數字區塊，不僅可提升學習者對數字的觀念，並使其於娛樂中學習數學基礎之加、減法運算，使數學運算之反應更加敏捷外，亦能增加親子的互動關係。The mathematics teaching aid of the invention can make the learner can select the correct digital block on the answer board by the hand or the foot, so that the learner can improve the concept of the number and make it entertained. Learning the addition and subtraction of mathematical foundations, making the reaction of mathematical operations more agile, can also increase the interaction between parents and children.
綜上所述，本發明之數學教具，的確能藉由上述所揭露之實施例，達到所預期之使用功效，且本發明亦未曾公開於申請前，誠已完全符合專利法之規定與要求。爰依法提出發明專利之申請，懇請惠予審查，並賜准專利，則實感德便。In summary, the mathematical teaching aid of the present invention can achieve the intended use efficiency by the above disclosed embodiments, and the present invention has not been disclosed before the application, and has fully complied with the requirements and requirements of the patent law.爰Issuing an application for a patent for invention in accordance with the law, and asking for a review, and granting a patent, is truly sensible.
惟，上述所揭之圖示及說明，僅為本發明之較佳實施例，非為限定本發明之保護範圍；大凡熟悉該項技藝之人士，其所依本發明之特徵範疇，所作之其它等效變化或修飾，皆應視為不脫離本發明之設計範疇。The illustrations and descriptions of the present invention are merely preferred embodiments of the present invention, and are not intended to limit the scope of the present invention; those skilled in the art, which are characterized by the scope of the present invention, Equivalent variations or modifications are considered to be within the scope of the design of the invention.
(1)．．．運算式板體(1). . . Arithmetic plate
(11)．．．數學運算式(11). . . Mathematical expression
(2)．．．答案板體(2). . . Answer board
(21)．．．數字區塊(twenty one). . . Digital block
第一圖：本發明其一較佳實施例之外觀立體圖First Figure: Appearance perspective view of a preferred embodiment of the present invention
第二圖：本發明其二較佳實施例於加法進位運算之使用狀態示意圖Second Figure: Schematic diagram of the use state of the second preferred embodiment of the present invention in the addition carry operation
第三圖：本發明其二較佳實施例於減法借位運算之使用狀態示意圖Third: Schematic diagram of the use state of the subtractive borrowing operation of the second preferred embodiment of the present invention
(1)．．．運算式板體(1). . . Arithmetic plate
(11)．．．數學運算式(11). . . Mathematical expression
(2)．．．答案板體(2). . . Answer board
(21)．．．數字區塊(twenty one). . . Digital block
Claims (9)
複數個運算式板體，於每一該運算式板體上設有加、減數學運算式；以及
一答案板體，於其上設有複數個對應該數學運算式答案之數字區塊。A mathematics teaching aid includes:
A plurality of arithmetic boards, each of which has an addition and subtraction mathematical expression; and an answer board, on which a plurality of digital blocks corresponding to the mathematical expressions are arranged.
Priority Applications (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| TW101113572A TW201344649A (en) | 2012-04-17 | 2012-04-17 | Mathematics teaching aid |
Applications Claiming Priority (1)
| Application Number | Priority Date | Filing Date | Title |
|---|---|---|---|
| TW101113572A TW201344649A (en) | 2012-04-17 | 2012-04-17 | Mathematics teaching aid |
Publications (1)
| Publication Number | Publication Date |
|---|---|
| TW201344649A true TW201344649A (en) | 2013-11-01 |
Family
ID=49990273
Family Applications (1)
| Application Number | Title | Priority Date | Filing Date |
|---|---|---|---|
| TW101113572A TW201344649A (en) | 2012-04-17 | 2012-04-17 | Mathematics teaching aid |
Country Status (1)
| Country | Link |
|---|---|
| TW (1) | TW201344649A (en) |
Cited By (2)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN114822091A (en) * | 2022-04-13 | 2022-07-29 | 陈锡鑫 | Teaching aid for mathematical operation logic |
| TWI812162B (en) * | 2022-04-13 | 2023-08-11 | 陳錫鑫 | Mathematical operation logic teaching auxiliary device |
-
2012
- 2012-04-17 TW TW101113572A patent/TW201344649A/en unknown
Cited By (2)
| Publication number | Priority date | Publication date | Assignee | Title |
|---|---|---|---|---|
| CN114822091A (en) * | 2022-04-13 | 2022-07-29 | 陈锡鑫 | Teaching aid for mathematical operation logic |
| TWI812162B (en) * | 2022-04-13 | 2023-08-11 | 陳錫鑫 | Mathematical operation logic teaching auxiliary device |
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