A children's number sense learning machine

Abstract

The present invention discloses a children's number sense learning machine, which includes a housing. The upper surface of the housing includes a flat surface and a stepped surface. The inside of the flat surface is a cavity, and a physical balance mechanism composed of multiple plate racks capable of rotating and lifting is arranged in the cavity. The stepped surface is respectively provided with a physical chip kit, and the physical chip kit cooperates with the balance of the physical balance mechanism to display the results of addition and subtraction. The present invention combines ancient Chinese chips with Western balance weights, enables the chips to be weighed, transforms them into digital codes, becomes a mathematical balance, and establishes mathematical equations through touch and body senses, which can cultivate children's number sense and make children enjoy learning mathematics at the beginning just like playing on a seesaw and playing house.

Description

Technical Field

[0001] The present invention relates to the technical field of learning machines, and particularly relates to a children's number sense learning machine. Background Art

[0002] Tobias Danzig (1967) introduced the term "number sense" in 1954 and described it as the ability of a child to realize that a small pile of objects has changed after someone adds or removes an object from the pile without the child noticing. Mathematician Keith Devlin proposed that number sense consists of two components: the ability to simultaneously compare the quantity of two groups of objects and the ability to remember the quantity of continuously presented objects.

[0003] When a child transitions from the "sensorimotor stage" to the "preoperational stage" and then to the "concrete operational stage", they need to first recognize the physical changes in conservation tasks. For example, three clay pieces arranged in a row in a snake shape and three clay pieces stacked together in a pile shape have the same actual volume and weight, but at first, the child will mistakenly think that the former is longer and therefore more, while the latter is less, that is, non-conservation. Only when a child has the ability of number conservation does it mark that they can complete abstract symbolic activities, that is, they can mentally operate on the group of objects represented by digital symbols, form number sense, and achieve a true understanding of the mathematical operations of addition and subtraction.

[0004] The concept of number is generally formed through the quantity of objects. Traditional number sense learning has various forms of identification, and sometimes objects such as apples, marbles, abacuses, sand, and building blocks are used. However, since the given quantity is not presented continuously, it is difficult to make the increase and decrease dynamic, comparable, and continuously sensible. Therefore, it is necessary to design an experience learning machine that can change dynamically and is visible and sensible throughout the process to help children reduce learning difficulties, thereby increasing interest and improving abilities such as number sense and synesthesia. Summary of the Invention

[0005] The purpose of the present invention is to provide a children's number sense learning machine, especially to assist children in the cognition of number conservation and the experience of addition and subtraction.

[0006] To achieve the above purpose, the technical solution adopted by the present invention is: a children's number sense learning machine, including a housing. The innovation lies in that: the upper surface of the housing includes a flat surface and a stepped surface. The flat surface is internally a cavity, and a physical balance mechanism with a tray that can rotate and lift is arranged in the cavity. The stepped surface is respectively provided with a physical chip kit, and the physical chip kit cooperates with the balance of the physical balance mechanism to display the results of addition and subtraction, becoming a mathematical balance.

[0007] Further, the physical balance mechanism includes three trays A, B, and C with equal mass, and each tray is equally spaced. Tray B is located exactly in the middle of trays A and C. A placement groove is provided at the position of each tray in the housing. A double bracket is provided below trays A and B, and a single bracket is provided below tray C. The double bracket and the single bracket are separately arranged from trays A, B, and C. Both the double bracket and the single bracket are provided with vertical rods, and the two vertical rods are symmetrically arranged. An active connecting rod is provided between the two vertical rods for connection. An equal-arm balance is provided below the vertical rods. Guide holes are provided at the left and right ends of the equal-arm balance. The lower end of the vertical rod passes through the guide hole, and a limit ring is provided on the vertical rod. The limit ring is located above the equal-arm balance. A pair of collar rings are also provided between the equal-arm balance and the active connecting rod. A groove fulcrum is provided at the center of the equal-arm balance. A partition is provided below the equal-arm balance. A gear is provided on the partition. Two columns fixedly connected to the collar rings are provided on the upper surface of the gear. A pivot shaft that can move up and down is provided through the center of the gear. The pivot shaft is located directly below the groove fulcrum. The left and right ends of the gear are respectively meshed and drivingly connected to an addition rack and a subtraction rack, and limit blocks are provided on the outer sides of the addition rack and the subtraction rack. An unequal-arm lever and a fulcrum are provided at the bottom of the cavity. A slide rail and a slider are provided on the short end of the unequal-arm lever. The slider is hinged to the lower end of the pivot shaft. The long end of the unequal-arm lever extends outside the housing, and a through hole for the up and down movement of the unequal-arm lever is provided on the housing; Tray B, the groove fulcrum, and the pivot shaft are located on the same vertical line; When the addition rack is pushed forward, Tray A + Tray B + double bracket = Tray C + single bracket; When the subtraction rack is pushed forward, the gear is driven to rotate 180°. The gear drives the equal-arm balance to rotate, and the double bracket and the single bracket exchange positions, so that Tray A - Tray B + single bracket = Tray C + double bracket; When the pivot shaft rises, the equal-arm balance rises, and the double bracket and the single bracket rise to lift the three trays A, B, and C to a suspended and balanced state for measurement.

[0008] Further, a tray support and an equal-arm balance are respectively provided with a support plate for correspondingly supporting them below the double bracket, the single bracket, and the equal-arm balance. One end of each support plate is fixed to the inner wall of the housing, and the other end bends upward to form a protrusion. A notch is provided between the tray support and the vertical rod, and the notch is matched with the protrusion.

[0009] Further, adjusting screws are provided at both the left and right ends of the equal-arm balance. Adjusting nuts are provided on the adjusting screws. An adjusting through hole is provided on the housing through which a hand can reach inside the housing and touch the adjusting nut.

[0010] Further, the physical chip kit includes a decimal physical chip kit, a ones physical chip kit, a tens physical chip kit, a hundreds physical chip kit, a placement cylinder and kilogram chips, and corresponding numbers are marked thereon; the decimal physical chip kit includes chips weighing 0.1 - 0.9 grams, and number cards and mathematical symbol cards are placed in the placement cylinder; the ones physical chip kit, the tens physical chip kit and the hundreds physical chip kit each include at least three sets, and each set includes chips weighing 1 - 9 grams and chips weighing 10 - 90 grams respectively; the hundreds physical chip kit includes multiple chips weighing 100 grams; the gram weight value of the chips is consistent with the numerical value of the numbers in addition and subtraction.

[0011] Further, a thin string is provided between the placement cylinder and the chips weighing 0.1 - 0.9 grams.

[0012] Further, accommodation bins are provided outside the ones physical chip kit, the tens physical chip kit and the hundreds physical chip kit, and corresponding numerical values are marked on the accommodation bins corresponding to the chips.

[0013] Further, the chips in the ones physical chip kit and the tens physical chip kit are placed in a stepped manner.

[0014] Further, the chips in the decimal physical chip kit, the ones physical chip kit, the tens physical chip kit and the hundreds physical chip kit are of an insert - type card structure.

[0015] Further, an electronic weighing system is also provided in the housing. The electronic weighing system includes a circuit board, a sensor, a display screen, a storage battery, function buttons and a charging interface. The sensors are respectively located in three trays A, B, and C. The display screen is set corresponding to the three trays A, B, and C respectively, and displays the gram weight values of the three trays A, B, and C. The function buttons and the charging interface are located on the side of the housing.

[0016] After adopting the above - mentioned structure, the beneficial effects of the present invention are as follows:

[0017] The present invention combines ancient Chinese chips with Western balance weights, enables the chips to be weighed, transforms them into digital codes, becomes a mathematical balance, and establishes mathematical equations through touch and physical feeling, which can cultivate children's number sense, making children enjoy learning mathematics at the beginning just like playing on a seesaw and playing house. BRIEF DESCRIPTION OF THE DRAWINGS

[0018] Figure 1 is a structural schematic diagram of the present invention;

[0019] Figure 2 is a structural schematic diagram of the physical balance mechanism in the present invention;

[0020] Figure 3It is a schematic structural diagram of the physical chip kit in the present invention;

[0021] Figure 4 It is a schematic structural diagram of the physical balance mechanism after being lifted in the present invention;

[0022] Figure 5 It is a schematic structural diagram when the present invention is converted to subtraction.

[0023] Explanation of reference numerals:

[0024] 1 housing, 2 physical balance mechanism, 21 tray, 22 vertical rod, 23 movable connecting rod, 24 equal-arm balance, 25 limiting ring, 26 collar, 27 groove fulcrum, 28 partition board, 29 gear, 210 column, 211 fulcrum shaft, 212 addition rack, 213 subtraction rack, 214 limiting block, 215 unequal-arm lever, 216 fulcrum, 217 slide rail, 218 slider, 219 through hole, 220 support plate, 221 notch, 222 adjusting screw, 223 adjusting nut, 224 adjusting through hole, 3 physical chip kit, 31 decimal digit physical chip kit, 32 unit digit physical chip kit, 33 ten digit physical chip kit, 34 hundred digit physical chip kit, 35 placing cylinder, 36 kilogram chip, 37 accommodating bin, 4 display screen, 5 function button, 6 charging interface. Detailed implementation manners

[0025] The present invention will be further described below with reference to the accompanying drawings.

[0026] In order to make the purpose, technical solutions and advantages of the present invention clearer, the present invention will be further described in detail below with reference to the accompanying drawings and specific implementation manners. It should be understood that the specific implementation manners described herein are only used to explain the present invention and are not used to limit the present invention.

[0027] Refer to Figures 1-5 , a children's number sense learning machine, including a housing 1. The upper surface of the housing includes a flat surface and a stepped surface. The flat surface is internally a cavity, and a physical balance mechanism 2 capable of rotating and lifting is arranged in the cavity. The stepped surface is respectively provided with a physical chip kit 3. The physical chip kit 3 cooperates with the balance of the physical balance mechanism 2 to display the results of addition and subtraction, becoming a mathematical balance. Specifically, the physical balance mechanism 2 can also adopt the structure of a seesaw.

[0028] In this embodiment, the physical balance mechanism 2 includes three trays 21, namely A, B, and C. Each tray is equidistantly distributed, and the B tray is located exactly in the middle of the A and C trays. A placement groove is provided at the position of each tray in the housing. A double bracket is provided below the A and B trays, and a single bracket is provided below the C tray. The double bracket and the single bracket are separately provided from the A, B, and C trays. Both the double bracket and the single bracket are provided with vertical rods 22, and the two vertical rods are symmetrically arranged. An active connecting rod 23 is provided between the two vertical rods for connection. The same equal-arm balance 24 is provided below the vertical rods 22. Guide holes are provided at the left and right ends of the equal-arm balance 24. The lower end of the vertical rod 22 passes through the guide hole, and a limit ring 25 is provided on the vertical rod 22. The limit ring 25 is located above the equal-arm balance 24. A pair of collar rings 26 are also provided between the equal-arm balance 24 and the active connecting rod 23. A groove fulcrum 27 is provided at the center of the equal-arm balance 24. A partition 28 is provided below the equal-arm balance 24. A gear 29 is provided on the partition 28. Two columns 210 fixedly connected to the collar rings are provided on the upper surface of the gear 29. A pivot shaft 211 that can move up and down is provided through the center of the gear 29. The pivot shaft 211 is located directly below the groove fulcrum 27. The left and right ends of the gear 29 are respectively meshed and drivingly connected to an addition rack 212 and a subtraction rack 213. Limit blocks 214 are provided on the outer sides of the addition rack 212 and the subtraction rack 213. An unequal-arm lever 215 and a fulcrum 216 are provided at the bottom of the cavity. A slide rail 217 and a slider 218 are provided at the short end of the unequal-arm lever. The slider 218 is hinged to the lower end of the pivot shaft 211. The long end of the unequal-arm lever extends outside the housing, and a through hole 219 for the up and down movement of the unequal-arm lever is provided on the housing; the B tray, the groove fulcrum 27, and the pivot shaft 211 are located on the same vertical line; when the addition rack 212 is pushed forward, A tray + B tray + double bracket = C tray + single bracket; when the subtraction rack 213 is pushed forward, the gear is driven to rotate 180°. The gear drives the equal-arm balance to rotate, and the double bracket and the single bracket exchange positions, so that A tray - B tray + single bracket = C tray + double bracket; when the pivot shaft 211 rises, the equal-arm balance 25 rises, and the double bracket and the single bracket rise to lift the three trays A, B, and C to be suspended and balanced for measurement.The purpose of addition and subtraction operations is achieved by pushing the addition rack 212 and the subtraction rack 213. After selecting either addition or subtraction operation, the physical chip kit 3 is placed in the tray and pressed down by the unequal-arm lever, causing the fulcrum shaft 211 to rise, fit into the groove fulcrum 27, and raise the equal-arm balance 24. During the rising process of the equal-arm balance 24, due to the action of the limit ring 25, the vertical rod 22 also rises. The rising of the vertical rod 22 causes the double bracket and the single bracket to rise. After the double bracket and the single bracket rise, the tray is lifted to a suspended state. At this time, when the physical balance mechanism is in a new equilibrium state, it indicates that the object placement and operation are correct at this time. During this process, the unequal-arm lever 215 supports the physical meaning of the mathematical fulcrum through the fulcrum shaft 211, which is equivalent to an equal sign, and this process can give a very intuitive interest in cultivating children's number sense, that is, it is both fun and has the pleasure of learning; although there are only 3 trays in this embodiment, the number is not limited to this; there is a clearance fit between the vertical rod 22 and the guide hole to ensure that the column 210 can move up and down while also being in a vertical state to ensure the normal use of the physical balance mechanism; the switching between addition and subtraction is driven by the rotation of the gear 29 through the advancement of the addition rack 212 or the subtraction rack 213, so as to drive the equal-arm balance 24 to rotate 180° through the column 210 and the collar 26, that is, to change the positions of the double bracket and the single bracket, thereby realizing the switching between addition and subtraction; the lower end of the fulcrum shaft 211 is hinged with a slider 218, cooperates with the slide rail 217, and is limited through the through hole of the gear 29, so that the fulcrum shaft 211 can always be in a vertical state during the rising process; the lifting of the fulcrum shaft 211 can also use an electric telescopic rod to improve the automation level of the entire learning machine.

[0029] In this embodiment, a support plate 220 for correspondingly supporting the tray bracket and the equal-arm balance is provided below the double bracket, the single bracket and the equal-arm balance 24, and one end of the support plate 220 is fixed to the inner wall of the housing, and the other end is bent upward to form a protrusion. A notch 221 is provided between the tray bracket and the vertical rod, and the notch 221 cooperates with the protrusion. When the support plate 220 supports the double bracket, the single bracket and the equal-arm balance 24, that is, when the physical balance mechanism is in the standby state, it does not affect the switching between addition and subtraction.

[0030] In this embodiment, adjusting screws 222 are provided at both the left and right ends of the equal-arm balance 5, adjusting nuts 223 are provided on the adjusting screws 222, and adjusting through holes 224 that can allow a hand to reach inside the housing and contact the adjusting nuts are provided on the housing 1. By rotating the adjusting nut 223 on the adjusting screw 222, the leveling of the equilibrium state of the physical balance mechanism is realized; the fulcrum shaft 211 is raised, and the adjusting nut 223 is rotated so that the sum of the masses of the double bracket, the single bracket and the tray is equal to maintain balance.

[0031] In this embodiment, the physical chip kit 3 includes a decimal physical chip kit 31, a ones physical chip kit 32, a tens physical chip kit 33, a hundreds physical chip kit 34, a placement cylinder 35 and kilogram chips 36, and numbers are correspondingly marked on them; the decimal physical chip kit 31 includes chips with weights from 0.1 g to 0.9 g, and number cards and mathematical symbol cards are placed in the placement cylinder 35; among them, the number cards include three types of number cards for hundreds, tens, and ones, and the widths between the three are different. The width of the hundreds number card is 3 times that of the ones number card, and the width of the tens number card is 2 times that of the ones number card; and the mathematical symbol cards in the placement cylinder 35 include plus sign, minus sign, greater than sign, less than sign, equal sign, etc.; the ones physical chip kit 32, the tens physical chip kit 33 and the hundreds physical chip kit 34 each include at least three sets, and each set includes chips with weights from 1 g to 9 g, chips with weights from 10 g to 90 g and nine 100-g chips; the gram weight value of the chips is consistent with the numerical value of the numbers in addition and subtraction. Each chip is independent and the gram weight is marked on it, which is convenient for selection and operation; the chips in the decimal physical chip kit 31 can be made into various shapes to increase children's interest; there are at least two kilogram chips 36, which are used for weighing in cooperation with the physical balance mechanism 2; the thicknesses of the chips in each chip kit are equal and the heights are in a progressive relationship according to the quantity, and the odd and even numbers of the chips in each chip kit can be made into different colors for distinction. For example, the odd numbers are made black and the even numbers are made white.

[0032] In this embodiment, a thin string is arranged between the placement cylinder 35 and the chips with weights from 0.1 g to 0.9 g. Since the chips with weights from 0.1 g to 0.9 g are small in volume, the thin string is used for fixation to prevent loss. At the same time, the length of the thin string is long enough and does not affect the normal use of the chips.

[0033] In this embodiment, accommodation bins 37 are arranged outside the ones physical chip kit 32, the tens physical chip kit 33 and the hundreds physical chip kit 34, and corresponding numerical values are marked on the accommodation bins 37 corresponding to the chips, which is convenient for quickly finding the corresponding chips and putting them back to the embedded positions.

[0034] In this embodiment, the chips in the ones physical chip kit and the tens physical chip kit are placed in a stepped manner, which is convenient for taking and is also beautiful.

[0035] In this embodiment, the chips in the fractional digit physical chip kit 31, the units digit physical chip kit 32, the tens digit physical chip kit 33, and the hundreds digit physical chip kit 34 are of an insertable card structure. The chips in the fractional digit physical chip kit 31, the units digit physical chip kit 32, the tens digit physical chip kit 33, and the hundreds digit physical chip kit 34 can all be made into card shapes and then stacked on top of each other to form multi-digits, improving practicality; these four physical weight kits are combined with the digital cards in the placement cylinder, enabling the cultivation of abstract ability on the basis of concrete images during the learning process.

[0036] In this embodiment, an electronic weighing system is also provided inside the housing. The electronic weighing system includes a circuit board, a sensor, a display screen 4, a storage battery, a function button 5, and a charging interface 6. The sensors are respectively located in the three trays A, B, and C. The display screen 4 is set corresponding to the three trays A, B, and C, and respectively displays the gram weight values of the three trays A, B, and C. The function button 5 and the charging interface 6 are located on the side of the housing. The electronic weighing system is a publicly known technology, and its specific structure and working principle will not be elaborated in detail in this application. That is, after placing chips in the trays, the corresponding display screen 4 will also display the gram weight value of the chips. For example, if a 4-gram chip is placed in tray A, the corresponding display screen will show the value 4; moreover, various sounds and lights of various colors can be set to indicate whether the value obtained by adding or subtracting the chips is correct. When performing addition or subtraction operations, if the value obtained by adding or subtracting the placed chips is correct, the green light will turn on to indicate correctness, while the red light will turn on to indicate an error; the sound generation system is similar to that in an electronic calculator, and its structure and working principle will not be specifically elaborated in this application.

[0037] The present invention also has a predictive function and can be used for weighing and inspection. In addition to the concept of equations, there are also concepts of greater than and less than, expanding the content of conservation.

[0038] The above is only used to illustrate the technical solution of the present invention and not to limit it. Any other modifications or equivalent replacements made by those of ordinary skill in the art to the technical solution of the present invention shall be covered within the scope of the claims of the present invention as long as they do not depart from the spirit and scope of the technical solution of the present invention.

Claims

1. A children's number sense learning machine, comprising a housing, Features: The upper surface of the shell includes a plane and a stepped surface, the interior of the plane is a cavity, and a physical balance mechanism with a tray that can be rotated and lifted is arranged in the cavity, and the stepped surfaces are respectively provided with physical chip kits, and the physical chip kits cooperate with the balance of the physical balance mechanism to display the results of addition and subtraction, thus becoming a mathematical balance; the physical balance mechanism includes three trays of equal mass, A, B, and C, and each tray is equidistantly distributed, and the B tray is located in the middle of the A and C trays, and a placement slot is opened at the position of each tray located in the shell, and a double bracket is arranged under the A and B trays, and the C tray A single bracket is arranged below the tray, and the double bracket and the single bracket are separately arranged from the A, B, and C trays, and both the double bracket and the single bracket are provided with vertical poles, and the two vertical poles are symmetrically arranged, and a movable connecting rod is arranged between the two vertical poles for connection, and the same equal-arm balance is arranged below the vertical pole, and guide holes are provided at the left and right ends of the equal-arm balance, and the lower end of the vertical pole passes through the guide hole, and a limiting ring is arranged on the vertical pole, and the limiting ring is located above the equal-arm balance, and a pair of sleeve rings are also arranged between the equal-arm balance and the movable connecting rod, and a groove fulcrum is arranged at the center of the equal-arm balance, and a movable connecting rod is arranged below the equal-arm balance. A partition, a gear is arranged on the partition, two columns fixedly connected to the collar are arranged on the upper surface of the gear, a fulcrum shaft movable up and down is arranged through the center of the gear, the fulcrum shaft is located directly below the fulcrum of the groove, the left and right ends of the gear are respectively meshed and transmission-connected with the addition rack and the subtraction rack, and limit blocks are arranged on the outer sides of the addition rack and the subtraction rack, an unequal-arm lever and a fulcrum are arranged at the bottom of the cavity, a slide rail and a slider are arranged on the short end of the unequal-arm lever, the slider is hinged to the lower end of the fulcrum shaft, the long end of the unequal-arm lever extends to the outside of the shell, and the shell A through hole is provided on the body for the unequal-arm lever to move up and down; the B tray, the groove fulcrum and the fulcrum axis are located on the same vertical line; when the addition rack is advanced, the A tray + the B tray + the double bracket = the C tray + the single bracket; when the subtraction rack is advanced, the gear is pushed to rotate 180°, the gear drives the equal-arm balance to rotate, the double bracket and the single bracket exchange positions, so that the A tray - the B tray + the single bracket = the C tray + the double bracket; when the fulcrum axis rises, the equal-arm balance rises, and the double bracket and the single bracket rise to lift the three trays A, B and C to be suspended and balanced for measurement.

2. A children's number sense learning machine according to claim 1, Features: A support plate for correspondingly supporting the tray bracket and the equal-arm balance is arranged below the double bracket, the single bracket and the equal-arm balance, and one end of the support plate is fixed to the inner wall of the shell, and the other end is bent upward to form a protrusion. A notch is arranged between the tray bracket and the vertical rod, and the notch cooperates with the protrusion.

3. A children's number sense learning machine according to claim 2, Features: Adjusting screws are provided at both the left and right ends of the equal-arm balance. Adjusting nuts are provided on the adjusting screws. An adjusting through hole is formed in the housing, through which a hand can extend into the interior of the housing to contact the adjusting nut.

4. A children's number sense learning machine according to claim 1, wherein: The physical chip kit includes a decimal physical chip kit, a ones physical chip kit, a tens physical chip kit, a hundreds physical chip kit, a placement cylinder, and kilogram chips, and corresponding numbers are marked thereon; the decimal physical chip kit includes chips with weights from 0.1 g to 0.9 g, and digital cards and mathematical symbol cards are placed in the placement cylinder; the ones physical chip kit, the tens physical chip kit, and the hundreds physical chip kit each include at least three sets, and each set includes chips with weights from 1 g to 9 g and chips with weights from 10 g to 90 g respectively; the hundreds physical chip kit includes a plurality of chips with a weight of 100 g; the weight value of the chips is consistent with the numerical value of the numbers in addition and subtraction.

5. A children's number sense learning machine according to claim 4, wherein: A thin string is provided between the placement cylinder and the chips with weights from 0.1 g to 0.9 g.

6. A children's number sense learning machine according to claim 4, wherein: Receiving bins are provided outside the ones physical chip kit, the tens physical chip kit, and the hundreds physical chip kit, and corresponding numerical values are marked on the receiving bins corresponding to the chips.

7. A children's number sense learning machine according to claim 4, wherein: The chips in the ones physical chip kit and the tens physical chip kit are placed in a stepped manner.

8. A children's number sense learning machine according to claim 4, wherein: The chips in the decimal physical chip kit, the ones physical chip kit, the tens physical chip kit, and the hundreds physical chip kit are of an insertable card structure.

9. A children's number sense learning machine according to claim 1, wherein: An electronic weighing system is further provided in the housing. The electronic weighing system includes a circuit board, a sensor, a display screen, a storage battery, function buttons, and a charging interface. The sensors are respectively located in three trays A, B, and C. The display screen is set corresponding to the three trays A, B, and C respectively, and displays the weight values of the three trays A, B, and C respectively. The function buttons and the charging interface are located on the side of the housing.

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