Child mathematical calculation teaching system

Abstract

The invention relates to the technical field of children education, and particularly discloses a children mathematical calculation teaching system which comprises a parent manual module, a teaching target unit, a material list unit, an activity demonstration unit, a question answering unit, a digital graphic card module and a graphical mathematical question module. Each of 1-10 numbers is displayed in five different patterns and arrangement forms, children are guided to obtain visual number feelings, the children are helped to establish psychological images of the number, abstract numeric symbols are changed into fixed concrete patterns, the numbers are visualized and operated in the brain, the children are helped to establish number feelings through different arrangement sequences, and the children are helped to have the visual number feelings. The cognitive competence of children can be enhanced, the children can be encouraged to pay attention to spatial arrangement of the number visually, in addition, advanced math lists are described in detail one by one in the mode that parents use manual, the parents are helped to use and determine teaching targets suitable for the children at present, math enlightenment of the children is facilitated, and the math learning interest of the children is improved.

Description

Technical Field

[0001] The invention belongs to the technical field of children's education, and in particular relates to a children's mathematical calculation teaching system. Background Art

[0002] The main problem for children learning mathematics today is that they do not understand the meaning of numbers and have no sense of numbers. They need to use their fingers to calculate. The calculation process is not only slow but also extremely error-prone. In many cases, they understand 3+5=8 but do not know 5+3=8, and can do 3+4=7 but not 3+()=7. According to a survey, most kindergarten teachers also use their fingers to help children calculate, which has caused many children to be in a dilemma of not being able to calculate without their fingers. In addition, there are a wide variety of toys or teaching aids on the market that teach children to calculate. Faced with these teaching aids, parents either follow the trend or do not know how to choose products. When the product selection is completed, it is embarrassing that it does not play its role.

[0003] The reason is that for children, during the kindergarten period, their abstract logical thinking ability is relatively low, and mathematics is a subject with relatively strong abstract logic. Teaching when their number sense ability is weak or they do not understand the meaning of numbers often results in half the result with twice the effort.

[0004] In this regard, the inventor proposes a children's mathematics teaching system to solve the above problems. Summary of the invention

[0005] The purpose of the present invention is to provide a children's mathematical calculation teaching system to solve the problem that parents do not know how to choose products, or after choosing products, they are not clear about how to use them correctly to educate their children.

[0006] To achieve the above object, the present invention provides the following technical solutions:

[0007] A children's mathematical calculation teaching system, comprising:

[0008] A parent manual module, wherein the parent manual is used to explain in detail how to implement the mathematics teaching method; and the parent manual includes the following contents:

[0009] Teaching target units, including number recognition and counting, basic mathematical operations and understanding of mathematical concepts, are used to clarify teaching objectives;

[0010] A materials list unit is used to list the teaching aids and materials required in the teaching target unit;

[0011] An activity demonstration unit, used to demonstrate the activities and games in the teaching target unit so as to achieve the teaching target;

[0012] Based on the Parent Manual, it also includes:

[0013] The digital graphic card module creates games and activities related to digital cognition based on the activity demonstration unit, guiding children to operate digital graphic cards according to different requirements, such as from small to large, from large to small, and alternating between odd and even numbers, which helps children understand the size and order of numbers. Each number can correspond to several specific graphic arrangement models, allowing children to understand quantity through visual perception;

[0014] The graphical math problem module creates graphical math problems based on the digital graphic card module, allowing children to solve problems encountered in the game by operating digital graphic cards, thereby enhancing their understanding of mathematics and increasing their interest in mathematics.

[0015] Preferably, the math teaching aids include digital graphic cards, 0-10 digital cards, and hundred cards to help children understand the concept of numbers.

[0016] Preferably, the number recognition and counting is used to learn to recognize the numbers 0 to 10 and be able to read them in the correct order, which is the basis of mathematical learning.

[0017] Preferably, the basic mathematical operations include understanding and mastering the concepts of addition and subtraction, being able to perform simple addition and subtraction operations, understanding and mastering the arithmetic of addition and subtraction, and being able to perform simple addition and subtraction operations.

[0018] Preferably, understanding of mathematical concepts is built through digital graphic cards, including numerical comparison, mathematical shapes, patterns and sequences.

[0019] Preferably, the graphical math problems include counting, counting total games, quantity matching games, number and quantity matching games, and size comparison games.

[0020] Compared with the prior art, the present invention has the following beneficial effects:

[0021] The present invention displays each of the eleven numbers 0-10 in five different graphics and arrangement forms, guiding children to acquire a visual sense of numbers, helping them to establish a mental image of numbers, and turning abstract numerical symbols into fixed concrete graphics, so that numbers can be visualized and operated in the mind. In game activities, different arrangement orders are used to help children establish a sense of numbers, which can not only enhance children's cognitive abilities, but also encourage children to visually pay attention to the spatial arrangement of numbers. In addition, through the parent manual, these advanced mathematics checklists are explained in detail one by one to help parents determine the current teaching goals that are suitable for their children, so as to avoid confusion and lack of knowledge in the teaching process, thereby facilitating children's mathematical enlightenment and increasing their interest in learning mathematics. BRIEF DESCRIPTION OF THE DRAWINGS

[0022] Figure 1 A block diagram of a children's mathematical calculation teaching system of the present invention;

[0023] Figure 2 A digital graphics card diagram of the present invention;

[0024] Figure 3 A digital card diagram of the present invention;

[0025] Figure 4 A schematic diagram of the method of making ten out of pictures according to the present invention;

[0026] Figure 5 It is a schematic diagram of the method of borrowing ten things from pictures of the present invention. DETAILED DESCRIPTION

[0027] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0028] Example:

[0029] See also Figures 1 to 5 As shown, a children's mathematical calculation teaching system includes:

[0030] A parent manual module, wherein the parent manual is used to explain in detail how to implement the mathematics teaching method; and the parent manual includes the following contents:

[0031] Teaching target units, including number recognition and counting, basic mathematical operations and understanding of mathematical concepts, are used to clarify teaching objectives;

[0032] A materials list unit is used to list the teaching aids and materials required in the teaching target unit;

[0033] An activity demonstration unit, used to demonstrate the activities and games in the teaching target unit so as to achieve the teaching target;

[0034] Based on the Parent Manual, it also includes:

[0035] The digital graphic card module creates games and activities related to digital cognition based on the activity demonstration unit, guiding children to operate digital graphic cards according to different requirements, such as from small to large, from large to small, and alternating between odd and even numbers, which helps children understand the size and order of numbers. Each number can correspond to several specific graphic arrangement models, allowing children to understand quantity through visual perception;

[0036] The graphical math problem module creates graphical math problems based on the digital graphic card module, allowing children to solve problems encountered in the game by operating digital graphic cards, thereby enhancing their understanding of mathematics and increasing their interest in mathematics.

[0037] Specifically, the math teaching aids include digital graphic cards, 0-10 digital cards, and hundred cards to help children understand the concept of numbers.

[0038] Specifically, the number recognition and counting are used to learn to recognize the numbers 0 to 10 and be able to read them in the correct order, which is the basis of mathematics learning.

[0039] Specifically, the basic mathematical operations include understanding and mastering the concepts of addition and subtraction, being able to perform simple addition and subtraction operations, understanding and mastering the arithmetic of addition and subtraction, and being able to perform simple addition and subtraction operations.

[0040] Specifically, understanding of math concepts is built through digital graphic cards, including number size comparison, mathematical shapes, patterns and sequences.

[0041] Specifically, the graphical math problems include point counting, point total reporting game, quantity matching game, number and quantity matching game and size comparison game;

[0042] Through 50 pictures, the composition of numbers within 10 is fully displayed to help children understand the composition of numbers, and through these 50 cards, they can learn addition and subtraction within 100. The 50 cards are divided into 5 groups, each group is composed of different shapes and compositions, aiming to help children understand the meaning of numbers.

[0043] The following uses the number 7 in the circular pattern to explain how to perform addition and subtraction within 10:

[0044] like Figure 3 As shown in the figure, the four-formula method is applicable to all addition and subtraction within 10. Through the composition of the graph, children can easily understand the four concepts of addition, subtraction, sum, and difference;

[0045] For example, from the following picture, children can easily understand the four equations: 6+1=7, 1+6=7, 7-1=6, 7-6=1.

[0046] By analogy, through these 50 pictures, children can complete all equations within 10, and they will no longer understand that 3+5=8 but not what 5+3=.

[0047] like Figure 4As shown in the figure, the method of making ten by looking at the picture is suitable for calculations that are difficult for children to understand. (We can use the circular cards to complete the calculation of 9+something and something+9; the square cards to complete the calculation of 8+something and something+8; the triangle cards to complete the calculation of 7+something and something+7; the trapezoid cards to complete the calculation of 6+something and something+6; the square cards to complete the calculation of 5+something and something+5.)

[0048] like Figure 5 As shown, the calculation method of decimal addition is demonstrated through a circle;

[0049] The method of borrowing tens by looking at pictures can help children understand that 16 is composed of a 10 and a 6. The 6 in the ones place minus 9 is not enough, so subtract the 10 in the tens place, 10-9=1, 1+6=7, so 16-9=7.

[0050] As can be seen from the above, in the present invention, each of the eleven numbers 0-10 is displayed in five different graphics and arrangement forms, guiding children to acquire a visual sense of numbers, helping children to establish a mental image of numbers, and turning abstract numerical symbols into fixed concrete graphics, so that numbers can be visualized and operated in the mind. In game activities, different arrangement orders are used to help children establish a sense of numbers, which can not only enhance children's cognitive abilities, but also encourage children to visually pay attention to the spatial arrangement of numbers. In addition, through the manual for parents, these advanced mathematics lists are explained in detail one by one to help parents use them and determine the teaching goals that are suitable for their children at the moment, so as to avoid confusion and not knowing where to start in the teaching process, thereby facilitating children's mathematical enlightenment and improving children's interest in learning mathematics.

[0051] Although embodiments of the present invention have been shown and described, it will be appreciated by those skilled in the art that various changes, modifications, substitutions and variations may be made to the embodiments without departing from the principles and spirit of the present invention, and that the scope of the present invention is defined by the appended claims and their equivalents.

Claims

1. A children's mathematical calculation teaching system, characterized in that: include: A parent manual module, wherein the parent manual is used to explain in detail how to implement the mathematics teaching method; and the parent manual includes the following contents: Teaching target units, including number recognition and counting, basic mathematical operations and understanding of mathematical concepts, are used to clarify teaching objectives; A materials list unit is used to list the teaching aids and materials required in the teaching target unit; An activity demonstration unit, used to demonstrate the activities and games in the teaching target unit so as to achieve the teaching target; Based on the Parent Manual, it also includes: The digital graphic card module creates games and activities related to digital cognition based on the activity demonstration unit, guiding children to operate digital graphic cards according to different requirements, such as from small to large, alternating between odd and even numbers, which helps children understand the size and order of numbers. Each number can correspond to several specific graphic arrangement models, allowing children to understand quantity through visual perception; The graphical math problem module, based on the digital graphic card module, allows children to solve the number sense, addition and subtraction problems encountered in the game by operating the digital graphic cards. This method is simple and easy to understand, which can increase children's interest in mathematics.

2. A children's mathematical calculation teaching system according to claim 1, characterized in that: The math teaching aids include digital graphic cards, 1-10 digital cards, and hundred cards, which help children understand the concept of numbers.

3. A children's mathematical calculation teaching system according to claim 1, characterized in that: The number recognition and counting is used to learn to recognize the numbers 1 to 10 and be able to read them in the correct order, which is the basis of math learning.

4. A children's mathematical calculation teaching system according to claim 1, characterized in that: The basic mathematical operations include understanding and mastering the concepts of addition and subtraction, and being able to perform simple addition and subtraction operations. Understanding and mastering the arithmetic of addition and subtraction, and being able to perform simple addition and subtraction operations. Understanding and mastering the concepts of addition and subtraction, and being able to perform simple addition and subtraction operations.

5. A children's mathematical calculation teaching system according to claim 1, characterized in that: Math Concept Understanding Build understanding of math concepts with number graphics cards, including number comparisons, math shapes, patterns, and sequences.

6. A children's mathematical calculation teaching system according to claim 1, characterized in that: The graphical math problems include counting, counting and totaling games, quantity matching games, number and quantity matching games, and size comparison games.

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