WO2014045215A1

WO2014045215A1 - Didactic implements providing for numerical and calculative abilities

Info

Publication number: WO2014045215A1
Application number: PCT/IB2013/058657
Authority: WO
Inventors: Yocheved Shasho
Original assignee: Yocheved Shasho
Priority date: 2012-09-20
Filing date: 2013-09-19
Publication date: 2014-03-27

Abstract

A didactic implement including a set of base boards is disclosed. Each base board includes a set of pins, from the smallest base board which includes merely one pin, to the biggest base board that includes up to ten pins. The didactic implement further includes a set of tiles with a respective set of apertures, from the smallest tile that has a single aperture to the largest tile that defines up to ten apertures. Tiles optionally embody also the base board with a set of pins, thus the combined base board-tile constituents are piled-up vertically in tandem.

Description

DIDACTIC IMPLEMENTS PROVIDING FOR NUMERICAL

AND CALCULATIVE ABILITIES

TECHNICAL FIELD

[001] In general, the present invention pertains to the art of educational aids and tools. In particular, the invention relates to didactic implements providing for decimal numerical and calculative abilities in children.

BACKGROUND ART

[002] State of the art didactic methods often entail memorizing the multiplication table or sums of different numbers in order to establish basic calculative abilities in children. Some children have difficulties to memorize the sums of different numbers.

[003] Various methods and tools were attempted in order to instigate a memory process in the child which is simpler and quicker. Past experience indicates that learning processes accompanied with the aid of different teaching tools and in later period computer hardware and software were aimed at improving the calculative abilities in children.

[004] In view of this long felt need, many solutions have been proposed, for example US Patents 4357018, 3924859 and 3788645, which are considered the most relevant prior art. The above mentioned patents disclose various solutions for games related to letters and different shapes. None of the above mention application provides an effective teaching tool for conferring calculative abilities in children or a teaching tool that will help the participant to visualize the number of options to sum two different numbers and to reach to the same result.

[005] Therefore a novel didactic implement that will assist teaching a player how to use the multiplication table or to sum two different numbers and to reach to the same result shall entail a beneficial effect and inventive value. SUMMARY OF THE INVENTION

[006] There is provided in accordance with embodiments of the present invention a didactic implement comprising a set of base boards. Each base board comprises a set of pins, from the smallest base board which includes merely one pin, to the biggest base board that includes up to ten pins.

[007] In addition the didactic implement further comprises a set of tiles with a respective set of apertures , from the smallest tile that has a single aperture to the largest tile that defines up to ten apertures . In some preferred embodiments the aforementioned tiles embody also the base board with a set of pins, thereby the combined base board-tile constituents are piled-up vertically in tandem.

[008] It is an object of the present invention is to provide a novel didactic implement that will assist to teach multiplication table or to sum two different numbers and to reach to the same result.

[009] It is another object of the present invention is to provide respective methods of using the novel didactic implement in order to teach decimal set of numbers of first order of magnitude, namely between 1 and 10, as well as another set of numbers of second order of magnitude, namely between 1 and 100.

DESCRIPTION OF THE DRAWINGS

[010] The present invention will be understood and appreciated more comprehensively from the following detailed description taken in conjunction with the appended drawings in which:

FIG 1 is an isometric view of several exemplary base boards 10A to 10J of different shapes and sizes, from the smallest base board 10A which has one pin only and to the largest base board 10J which has ten pins;

FIG 2 is an isometric view of several exemplary tiles 12A to 12J of different shapes and sizes, from the smallest tile 12A that has only one aperture and to the largest tile that has ten apertures ;

FIG 3A and 3B are perspective views of several pins connectable to the base boards

FIG 3C is a perspective view of one of the small pins useable for teaching the multiplication board.

FIG 3D and 3E are respectively enlarged views showing details of indicia furnishing terminal portions of pins shown in FIG 3A and 3B;

FIG 4A is an isometric view of exemplary base board 101 which has nine pins;

FIG 4B is an isometric view of exemplary base board 101 and tile 121;

FIG 4C is an isometric view of exemplary base board 101 and several tiles;

FIG 4D is an isometric view of exemplary base board 101 and several other tiles;

FIG 4E is an isometric view of exemplary base board 101 and yet several other tiles;

FIG 4F is an isometric view of exemplary base board 101 and yet several other tiles;

FIG 5A to 5E are isometric views of exemplary base board 10K with pin 23K and several combination of tiles;

FIG 6A is an isometric view of a constellation of three exemplary base boards 10J with pins 23B;

FIG 6B is an isometric view of a constellation of three exemplary base boards 10J with pins 23B and several of tiles as well as a tile furnished with indicia;

FIG 7 is a schematic isometric view of another embodiment of the didactic implement in accordance with the present invention;

FIG 8 is a schematic isometric view of a constituent of a preferred embodiment of the didactic implement in accordance with the present invention.

[01 1] While the invention is susceptible to various modifications and alternative forms, specific embodiments thereof have been shown merely by way of example in the drawings. The drawings are not necessarily complete and components are not essentially to scale; emphasis instead being placed upon clearly illustrating the principles underlying the present invention. DETAILED DISCLOSURE OF EMBODIMENTS

[012] Illustrative embodiments of the invention are described below. In the interest of clarity, not all features of actual implementation are described in this specification. It will of course be appreciated that in the development of any such actual embodiment, numerous implementation-specific decisions must be made to achieve the developers' specific goals, such as compliance with technology- or business-related constraints, which may vary from one implementation to another. Moreover, it will be appreciated that the effort of such a development might be complex and time- consuming, but would nevertheless be a routine undertaking for those of ordinary skill in the art having the benefit of this disclosure.

[013] Reference is now made to FIG 1 and FIG 2 showing perspective view of the base boards 10A to 10J comprising base tiles 20A to 20 J and their relative pins 23A to 23J, as well as the tiles 12A to 12J and their apertures 22A to 22J. From FIG 1 and FIG 2 it is possible to identify that each base board of base boards 10A to 10J has its own shape, which varies from base board 10A with one pin 23A, to a base board 10J with 10 pins 23J. The same is correct for the tiles 12A to 12J, which shape respectively varies from tile 12A comprising base plate 21 A with one aperture 22A, to tile 12J comprising base plate 21 J with 10 apertures 22J.

[014] It is noted that a preferable configuration for tiles 12A to 12J as well as base tiles 20A to 20J of base boards 10A to 10J having odd number of apertures 22A to 22J or odd number of pins 23A to 23J, respectively, comprises the combination of a larger rectangular shape adjoined to a smaller rectangular shape. Thus tiles 12C, 12E, 12G and 121 include base 21 C, 21 E, 21 G and 121, respectively, which comprise a combination of a larger rectangular shape adjoined to a smaller rectangular shape.

[015] It should be acknowledged that in some preferred embodiments base boards 10A to 10J are modular, whereas tiles 12A to 12J and base tiles 20A to 20J are interchangeable. Thus base boards 10A to 10J are optionally assembled from whereas tiles 12A to 12J furnished with pins 23A to 23J, whereas in other embodiments pins 23A to 23J are permanently affixed to base tiles 20A to 20 J.

[016] Reference is now made to FIG 3A to 3E showing pins 23B, 23J and 23K.

Optionally pin 23K bears indicia of number 1 on its one side and the number 10 on its other side. The way the pin 23K is placed in the base tile, such as base tiles 20A to 20J shown in FIG 1 , denotes the value of each pin 23 and/or the value of each aperture 22. If pin 23K is oriented with the number 1 upwards, the value denoted for each pin 23K will be 1 ; whereas if pin 23K is oriented with the number 10 upwards, the value denoted for each pin 23K will be 10.

[017] FIG 3C shows pin 23B, which is relatively shorter than pins 23J and 23K.

While longer pins, such as pins 23J and 23K, are able to accommodate several layers of tiles, shorter pins, such as pin 23B, are able to accommodate merely few layers of tiles.

[018] Reference is now made to FIG 4A to 4F as well as to FIG 5A to 5F, representing an example of the process of using the novel didactic implement in order to teach decimal set of numbers of first order of magnitude and second orders of magnitude. To learn the numbers from the first order of magnitude that their sum equals 9, base board 101 is selected and accordingly the participant is to locate the different a tile combinations of the tiles 12A to 12J that will cover all the entire surface of the base board 101. After locating tile 121, as shown in FIG 4B, which covering the entire surface of base board 101, the participant may locate the set of tiles 12A and 12H, as shown in FIG 4C. Thereafter the participant may locate the set of tiles 12B and 12G, as shown in FIG 4D and mount them on top of tiles 12A and 12H. Then the participant may locate the set of tiles 12C and 12F shown in FIG 4E and subsequently the set of tiles 12D and 12E shown in FIG 4F.

[019] Alternatively pins 23K are used while their side with the number 10 is oriented upwards, for teaching numbers of the second order of magnitude. To learn the numbers from the first order of magnitude that their sum equals 90, base board 10K is selected and accordingly the participant is to locate the different a tile combinations of the tiles 12A to 12J that will cover all the entire surface of the base board 10K. After locating tile 121, as shown in FIG 5B, which covering the entire surface of base board 10K, the participant may locate the set of tiles 12A and 12H, as shown in FIG 5C. Thereafter the participant may locate the set of tiles 12B and 12G, as shown in FIG 5D and mount them on top of tiles 12A and 12H. Then the participant may locate the set of tiles 12C and 12F shown in FIG 5E and ultimately the set of tiles 12D and 12E shown in Fig 5F.

[020] Another embodiment of the didactic implement of the present invention provides for teaching the multiplication table, inter alia by using a multiplication exercise depicted in FIG 6A and 6B, to which reference is now made. For example the participant wishes to learn various multiplications of the number 3. The participant selects three base boards 10J with sorter pins 23B. Since the exercise is aimed at teaching the multiplication of the number 3, the participant selects only tiles 12C. In the example shown in FIG 6A and 6B the number of base boards 10J is three and accordingly the number of pins 23 is 30. Therefore the participant will have to compose numbers 3, 6, 9, 12 and up to 30 on the relevant pins 23, until the entire surface of three base boards 10J is covered with a plurality of tiles 12C.

[021] Optionally tiles that bear numerical indicia are included, such as tile 27 that bears the numerical indicia of 18. The participant is exemplarily asked to compile the relevant number of tiles 12C multiplication of which equals to 18.

[022] In accordance with some embodiments, reference is now made to FIG 7, showing didactic implement 30. Implement 30 comprises rectangular base board 10L and circular tiles 12L. Rectangular base board 10L is furnished with pins 21 L. Pins 21 L are preferably arranged in two parallel rows on base board 10L.

[023] Preferably there are 10 pins 21 L arranged in two parallel rows on each base board 10L. Pins 21 L on base board 10L comprise an attachment means (not shown). The aforementioned attachment means in a non-limiting manner is selected from: screw threading, detachable joining and magnets.

[024] Circular tiles 12L comprise internal aperture on the bottom face (not shown) adapted to accommodate pins 21 L on base board 10L. Optionally the interior of the aforementioned aperture in circular tiles 12L comprises a screw threading, whereas the exterior of pins 21 L on base board 10L comprises a matching screw threading, whereby circular tiles 12L are screwed onto pins 21 L.

[025] In accordance with some preferred embodiments, reference is now made to FIG 8, showing an exemplary constituent of didactic implement 40, which corresponds to the number 3. Exemplary constituent of implement 40 comprises polygonal base board 42. Polygonal base board 42 is furnished with pins 44. Polygonal base board 42 further comprise three recesses (not shown) on the bottom face thereof, adapted to accommodate pins, such as pins 44 on base board 42 of another constituent of implement 40, preferably by frictional or detachable joining means.

[026] Consequently exemplary constituent of implement 40 embodies base board which is furnished with pins as well as a tile with recesses (not shown) on the bottom face thereof, adapted to be mounted on top of another constituent of implement 40, whereby a unified constituent is formed. Exemplary constituent of implement 40 is an interlocking base board-tile part which can be interchangeably used as a base board and/or as tile.

[027] It will be appreciated by persons skilled in the art that the present invention is not limited by what has been particularly shown and described herein above. Rather the scope of the invention is defined by the claims which follow:

Claims

1 . A didactic implement for teaching numerical and calculative abilities, said didactic implement comprises:

(a) a plurality of base boards, wherein each base board from said plurality of base boards comprising:

(I) a base plate, and

(II) at least one pin erected from the surface of said base plate;

(b) a plurality of tiles, wherein each tile from said plurality tiles comprising:

(I) a base plate, and

(II) at least one structural element, disposed on said base plate, for engaging with said at least one pin of said base board, said structural element is selected from the group consisting of:

(i) an aperture in said tile, and

(ii) a recess on the bottom face of said tile;

said didactic implement is characterized by that shape of said base plates of said base boards having an odd number of said pins thereon comprising a combination of a larger rectangular shape adjoined to a smaller rectangular shape.

2. The didactic implement as set forth in claim 1 , wherein said base plate of said base boards comprise at least one aperture whereto said at least one pin is modularly introduced.

3. The didactic implement as set forth in claim 1 , wherein said at least one pin bears indicia at least on one side thereof.

4. The didactic implement as set forth in claim 1 , wherein said base plate of said base boards is interchangeable with said base plate of said tiles.

5. The didactic implement as set forth in claim 1 , wherein said at least one pin is permanently attached to said base plate of said base boards.

6. The didactic implement as set forth in claim 1 , wherein said tiles are integrated with said base boards, forming unified said base boards-tiles parts.

7. The didactic implement as set forth in claim 1 , wherein said tiles are circular tiles.

8. The didactic implement as set forth in claim 1 , wherein said tiles comprise at least one attachment means selected from the group consisting of:

(a) a screw threading;

(b) a magnet;

(c) detachable joint;

(d) frictional connection.

9. A didactic implement for teaching numerical and calculative abilities, said didactic implement comprises:

(I) a base plate, and

(II) at least one pin erected from the surface of said base plate;

(I) a base plate, and

(i) an aperture in said tile, and

(ii) a recess on the bottom face of said tile.

10. The didactic implement as set forth in claim 9, wherein said base plate of said base boards comprise at least one aperture whereto said at least one pin is modularly introduced.

1 1 . The didactic implement as set forth in claim 9, wherein said at least one pin bears indicia at least on one side thereof.

12. The didactic implement as set forth in claim 9, wherein said base plate of said base boards is interchangeable with said base plate of said tiles.

13. The didactic implement as set forth in claim 9, wherein said at least one pin is permanently attached to said base plate of said base boards.

14. The didactic implement as set forth in claim 9, wherein said tiles are integrated with said base boards, forming unified said base boards-tiles parts.

15. The didactic implement as set forth in claim 9, wherein said tiles are circular tiles.

16. The didactic implement as set forth in claim 9, wherein said tiles comprise at least one attachment means selected from the group consisting of:

(c) a screw threading;

(d) a magnet;

(e) detachable joint;

(f) frictional connection.