Geometric Space Dimension Education System
By assigning educational weight and dimensional coefficients to geometric figures, and combining the ironclad rule of decomposition and the rule of dimensional suppression, various game modes are designed to solve the problem of the separation between plane and solid in traditional geometry teaching. This achieves quantitative and interactive training in geometry education, and enhances learning interest and spatial thinking ability.
Patent Information
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- GEOMETRY (CHONGQING) TECHNOLOGY CO LTD
- Filing Date
- 2026-06-13
- Publication Date
- 2026-07-31
AI Technical Summary
In traditional geometry teaching, the teaching of plane and solid figures is separated, and there is a lack of quantitative evaluation system and interactive mechanism, which makes spatial thinking training boring and lacks continuity.
Design a geometric spatial dimension education system. By assigning educational weights and dimension coefficients to geometric figures, and using the formula FP=EW × DC to calculate the final number of points, a decomposition rule and a dimension suppression rule are established. Multiple game modes are designed to train spatial thinking.
It achieves the objective quantification of the educational value of geometry, breaks down the barriers between two-dimensional and three-dimensional cognition, enhances learning interest and spatial construction ability, and is applicable to a variety of carriers and scenarios.
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Abstract
Description
Technical Field
[0001] This invention relates to the fields of educational technology and educational games, specifically to a system and method for training spatial thinking ability by quantifying the educational value and spatial dimension of geometric shapes and combining them with card or number games. Background Technology
[0002] In traditional geometry teaching, the instruction of plane figures and solid figures is separated, making it difficult for students to develop the spatial concept that "solids are composed of planes." Existing teaching aids are mostly static models or simple jigsaw puzzles, lacking a unified quantitative evaluation system and dynamic game mechanism. This makes it difficult to systematically and efficiently train spatial decomposition and combination thinking, and they are also insufficiently engaging, failing to continuously attract learners' active participation. Therefore, there is an urgent need for a system that can objectively quantify the importance and spatial dimensions of geometric figures in teaching, and conduct cognitive training through gamification. Summary of the Invention
[0003] 1. Technical problems to be solved In response to the shortcomings of existing geometry education methods, such as abstractness and monotony, separation of two-dimensional and three-dimensional cognition, and lack of quantitative standards and interactive mechanisms for spatial thinking training, this invention provides a quantifiable, game-like, and multi-platform-applicable geometric spatial dimension education system that uses gamification to systematically train spatial thinking abilities.
[0004] 2. Technical Solution A geometric spatial dimension education system includes at least one physical carrier or digital interface, on which several geometric graphic symbols are displayed. Each geometric graphic symbol is assigned an Education Weight (EW) and a Dimension Coefficient (DC), and the final point (FP) is calculated using the formula FP = EW × DC.
[0005] (1) Educational Weight (EW): Based on the importance of the graphic in the primary and secondary school mathematics curriculum standards, its geometric complexity and visual recognition are pre-calibrated through weighted calculation. Among them, the spatial dimension accounts for 40%, the teaching importance accounts for 30%, the geometric characteristics account for 20%, and the visual recognition accounts for 10%.
[0006] (2) Dimension coefficient DC: set according to the spatial dimension level of the graphic: planar graphics (including all triangles, quadrilaterals, circles, etc.) correspond to DC=2; solid graphics (cuboids, cubes, cylinders, cones, spheres) correspond to DC=3. Möbius strips and Klein bottles are universal cards with no fixed final number.
[0007] The system has the following built-in core rules: (1) Decomposition rule: Any composite figure can be decomposed into several sub-figures, and the sum of the final number of points of all the sub-figures after decomposition is greater than or equal to the final number of points of the original composite figure. For example, a cylinder (FP=13) can be decomposed into 1 rectangle (FP=5) and 2 circles (FP=5) (FP=5+10+10=25), 25>13.
[0008] (2) Dimensional suppression rule: When comparing graphics, prioritize comparing the dimension coefficients. The one with the larger dimension coefficient has a higher suppression ability; when the dimension coefficients are the same, compare the final number of points.
[0009] Based on the above rules, the system has designed at least four game modes: Steal the Image Mode, Team Up Mode, Geometric Landlord Mode, and Graphic Battle Mode. The specific gameplay of each mode is described in detail in the implementation details.
[0010] 3. Beneficial effects (1) Technical effect: For the first time, the objective quantification of the educational value of geometry was realized, the technical problem of subjective ambiguity in teaching difficulty in traditional teaching was solved, and a unified numerical evaluation system for plane and solid figures was established.
[0011] (2) Cognitive effect: By breaking down the barriers between planar and three-dimensional cognition through dimensional coefficients, and by guiding learners to complete the leap from three-dimensional to planar thinking through the iron law of decomposition, the spatial configuration ability is strengthened.
[0012] (3) Teaching effect: Gamified interactive methods significantly enhance learning interest. Different modes correspond to different age stages, enabling differentiated teaching and progressive training.
[0013] (4) Industry effects: It can be transferred to various carriers such as physical cards, mobile APP, tablet software, web games, AR / VR, etc., and is suitable for various scenarios such as school teaching, family parenting, extracurricular training, etc., with broad application prospects. Attached Figure Description
[0014] Figure 1 This is a schematic diagram of the overall structure of the card of the present invention; Figure 2 This is a schematic diagram illustrating the calculation logic of the educational weights and dimensional coefficients in this invention; Figure 3 This is an example schematic diagram illustrating the decomposition of the iron law of the present invention; Figure 4 This is a flowchart illustrating the four game modes of this invention. Detailed Implementation
[0015] Example 1: Geometric Shape Cards (Physical Carrier) Create 66 geometric shape cards, including the following 18 shapes (4 of each regular shape, 1 each of Möbius strip and Klein bottle): Plane figures: right triangle, isosceles triangle, equilateral triangle, right sector, rectangle, square, rhombus, isosceles trapezoid, regular pentagon, regular hexagon, circle.
[0016] Three-dimensional shapes: cuboid, cube, cone, cylinder, sphere.
[0017] All-purpose items: Möbius strip, Klein bottle.
[0018] Each graphic card is printed with a graphic logo, graphic name, and corresponding final points (FP). The card size is 87mm × 57mm, with rounded corners. The FP number is located in the upper left and lower right corners of the card, the thumbnail graphic is below the number, the central graphic is centered, and the graphic's name is labeled in both Chinese and English below.
[0019] The core parameters for various graphics types are shown in the table below: Table 1. Comparison of Core Geometric Parameters Plane figures right triangle 1.5 2 3 Plane figures isosceles triangle 1.5 2 3 Plane figures equilateral triangle 2 2 4 Plane figures Right angle sector 2 2 4 Plane figures diamond 2 2 4 Plane figures rectangle 2.5 2 5 Plane figures square 3 2 6 Plane figures isosceles trapezoid 3.5 2 7 Plane figures Regular pentagon 4 2 8 Plane figures Regular hexagon 4.5 2 9 Plane figures round 5 2 10 3D graphics cuboid ≈3.67 3 11 3D graphics cone 4 3 12 3D graphics cylinder ≈4.33 3 13 3D graphics cube ≈4.67 3 14 3D graphics sphere 5 3 15 All-purpose card Möbius strip - - No fixed value All-purpose card Klein bottle - - No fixed value Taking a square as an example, its educational weight EW is calculated by weighting: spatial dimension (2 points × 40% = 0.8 for plane figures), importance in teaching (3 points × 30% = 0.9 for core primary school figures), geometric characteristics (2 points × 20% = 0.4 for high symmetry), and visual recognition (3 points × 10% = 0.3). The total score is 0.8 + 0.9 + 0.4 + 0.3 = 2.4, which is rounded to 3. The dimension coefficient DC = 2, therefore FP = 3 × 2 = 6.
[0020] Example 2: Specific gameplay of the four game modes (1) Stealing pictures mode Suitable for grades 1-5, this game supports 2-4 players simultaneously. All players simultaneously draw one card from the top of their hand and place it on the table. Then, any player can immediately check if all the cards on the table can form a complete geometric combination defined by the system. The player who calls out a correct combination collects all the cards on the table and puts them into their collection area. Players who call out an incorrect combination must discard one card from their hand. Hands are not replenished at the end of each round. The game ends when any player has 0 cards in their hand. At the end, each player tallies the sum of their remaining hand and the total number of cards in their collection area; the player with the highest total wins.
[0021] (2) Let's Team Up Mode Suitable for elementary school students from grade 5 to junior high school, this game supports 2-4 players simultaneously. Each player is dealt 5 cards (the first player gets one extra). Players take turns drawing and playing one card from the discard pile or the main deck, maintaining a hand of 5 cards throughout the game. Players need to collect a set of "main card + side card" for a team task. For example, the main card is a square, and the side cards are the corresponding number of right-angled triangles and isosceles triangles, for a total of 5 cards. The first player to collect all the cards and shout "Team complete" gains priority for that round. Other players can use 5 cards or 4 cards that meet the team task rules to suppress the opponent (4-card suppression cannot use wild cards). The player with the higher total points (FP) at the end wins.
[0022] (3) Geometric Dou Dizhu Mode Suitable for ages 10 and up, this is a 3-player game. Each player is dealt 20 cards, with 6 cards reserved as the bottom cards. The landlord reveals the 6 bottom cards and adds 3 to their hand, discarding the remaining 3. Supported card types include single cards, pairs, three-of-a-kind with one extra card (wild cards are not allowed), geometric combinations, four-of-a-kind bombs, and a pair of wild cards. Cards are compared according to a dimensional suppression rule; bombs and wild cards can suppress any non-bomb card type. The first player to play all their cards wins.
[0023] (4) Graphics Battle Mode Suitable for ages 12 and up, this is a 4-player game. Each player is dealt 16 cards, with the remaining 2 cards as face-up discard cards. Starting players can choose to either "take all cards" (1 vs. 3) or "call a friend" (blindly call out the highest single card with no matching FP in their hand or discard pile). The player who first plays the called card becomes the caller's hidden teammate. Supported card types include single cards, pairs, geometric combinations, three-of-a-kind bombs, four-of-a-kind bombs, and "board cannons" (two identical three-of-a-kind geometric combinations). Board cannons are the highest-ranking regular card type (except for "Heavenly Report"). Card types of the same rank are compared by their total FP. Winning rules: In "call a friend" mode, if both the caller and their teammate finish their cards first, it's a double win; if only one finishes first and the other finishes second to last, it's a single win; if both finish last, it's a loss. In "take all cards" mode, the player who takes all cards first wins; otherwise, all three players win. Players with all 16 different starting cards are automatically declared "Heavenly Report" winners.
[0024] Example 3: Digital Applications (Software Carrier) This system can be ported to mobile applications or web games. The electronic interface displays graphic icons; players combine graphics through touch and drag operations. The program automatically calculates FP values and verifies the decomposition rules and dimensional suppression laws. It supports local multiplayer mode, online battle mode, and AI battle mode. Furthermore, it can integrate augmented reality (AR) technology to present 3D graphics as three-dimensional models, allowing players to virtually assemble and disassemble them using their mobile device's camera.
[0025] Example 4: Geometric Spatial Dimension Cognition Training Method A geometric space dimension cognition training method based on the above system includes the following steps: (1) Assign educational weight EW and dimension coefficient DC to each geometric shape, and calculate the final number of points FP using the formula FP=EW×DC; (2) Presenting geometric figures on physical or digital media; (3) Provide at least one game rule to guide players to complete cognitive training by combining, decomposing, and comparing graphics; (4) During the game, the winner or loser or score is determined or calculated according to the dimensional suppression rule and the decomposition rule. Industrial applicability
[0026] This invention can be manufactured into various product forms such as physical cards, printed materials, electronic software, and AR / VR applications. It is suitable for scenarios such as school classroom teaching, family parent-child education, extracurricular training institutions, and online education platforms, and has clear industrial applicability and a wide range of application scenarios.
Claims
1. A geometric spatial dimension education system, characterized in that, It includes at least one physical carrier or digital interface, on which several geometric symbols are carried; Each geometric shape is assigned a pre-defined educational weight EW and a dimension coefficient DC. The educational weight EW is set according to the teaching importance, geometric characteristics and visual recognizability of the shape. The dimension coefficient DC is set according to the spatial dimension level of the shape, where DC=2 for planar shapes and DC=3 for solid shapes. The final number of points FP for each geometric shape is calculated using the following formula: FP = EW × DC; The system's built-in core rules include: (1) Decomposition rule: A composite figure can be decomposed into several sub-figures, and the sum of the final points of all the sub-figures after decomposition is greater than or equal to the final points of the original composite figure. (2) Dimensional suppression rule: When comparing graphics, prioritize comparing the dimension coefficients. The one with the higher dimension coefficient suppresses the one with the lower dimension coefficient. When the dimension coefficients are the same, compare the final number of points (FP).
2. The geometric spatial dimension education system of claim 1, wherein, The geometric graphic identifiers include three categories: planar graphics, solid graphics, and special function graphics. Planar graphics include at least one of triangles, quadrilaterals, polygons, and circles. Solid graphics include at least one of prisms, cones, polyhedra, and spheres. The special function graphics are Möbius strips and Klein bottles, which are universal function cards without a fixed final number of points.
3. The geometric spatial dimension education system of claim 1, wherein, The educational weight EW is obtained by multi-attribute weighted calculation, with the following weight percentages: spatial dimension attribute accounts for 40%, teaching importance attribute accounts for 30%, geometric characteristic attribute accounts for 20%, and visual recognition attribute accounts for 10%. The weight is also determined based on the basic score of graphics in the mathematics curriculum standards.
4. The geometric space dimension education system according to claim 1, characterized in that, In the aforementioned decomposition rules, exemplary decomposition methods for graphics include: (1) The cube is decomposed into 6 squares; (2) A cylinder can be decomposed into one rectangle and two circles, or one square and two circles; (3) The cone is decomposed into one circle and one right-angled sector; (4) The cuboid can be decomposed into 6 rectangles, or 4 rectangles and 2 squares; (5) The circle is decomposed into 4 right-angled sectors; (6) A regular hexagon is decomposed into two isosceles triangles and one rectangle; (7) An isosceles trapezoid can be decomposed into one rectangle and two right triangles, or one square and two right triangles.
5. The geometric space dimension education system according to claim 1, characterized in that, The system also includes at least one of the following game interaction mechanisms: (1) Blind card combination recognition mechanism: After multiple players simultaneously play a card blindly, the system automatically determines whether all the cards on the table can form a complete geometric combination based on the preset geometric combination database. If it is true, the player who made the correct judgment takes away all the cards on the table. If it is false, the player who made the wrong judgment discards a card. (2) Team collection mechanism: Players draw and exchange cards, and the system automatically checks whether the player has collected the main card and the secondary card combination (a total of 5 cards) preset in the system. If the player has collected them, the player has priority in this round. Other players can use 4 or 5 cards in their hands that also meet the team rules to suppress the other players. The suppression result is determined based on the sum of the final points FP of all participating card types and the dimension suppression rule. (3) Dou Dizhu confrontation mechanism: In the three-player battle mode, the system supports automatic recognition and comparison of card types such as single card, pair, three-of-a-kind with one (wild card is disabled), geometric combination, four-card bomb, and heaven card (a pair of wild cards); when playing cards, the card type size is compared according to the dimensional suppression rule and FP value, and the first to finish playing all the cards wins; (4) Faction Battle Mechanism: In the four-player hidden teammate mode, the system supports automatic recognition and comparison of single cards, pairs, geometric combinations, three-card bombs, four-card bombs, and board cannons (two sets of identical three-card geometric combinations); it has a heavenly report judgment logic (the player wins directly when all 16 cards in the starting hand are different) and a call friend matching logic (the player blindly calls out the single card with the highest FP, and the player who calls out the card does not have this card in their hand or in the discard pile, and the player who plays this card first becomes the hidden teammate); the winner is determined by the dimensional suppression rule, the sum of FP and the order in which the teammate finishes playing.
6. The geometric space dimension education system according to claim 1, characterized in that, The physical carrier is a printed card, with geometric symbols, graphic names, and corresponding final point counts (FP) printed on the card surface.
7. The geometric space dimension education system according to claim 1, characterized in that, The system can be carried on an electronic medium and can be implemented as a mobile application, computer software, web application, or augmented reality / virtual reality interactive application.
8. A geometrical spatial dimension cognition training method based on the system according to any one of claims 1 to 7, characterized in that, Includes the following steps: S1: Assign educational weight EW and dimension coefficient DC to each geometric shape, and calculate the final number of points FP=EW×DC; S2: Output the geometric graphic identifier to a physical or digital carrier; S3: Invoke the preset game interaction rules to complete cognitive training through graphic combination, decomposition, and comparison interactions; S4: Automatically determines the winner or calculates the score based on the dimensional suppression law and the decomposition iron law.
9. The cognitive training method according to claim 8, characterized in that, The game interaction rules include: blind card combination recognition, team card type matching, card type size comparison, hidden teammate faction matching, and board cannon card type determination.
10. The cognitive training method according to claim 8, characterized in that, In step S3, different difficulty levels can be set according to the age of the training subjects, including a basic difficulty mode that only enables 2D graphics and an advanced difficulty mode that enables both 2D and 3D graphics.