Mathematics teaching aid fixing device

Abstract

The utility model provides a mathematics teaching aid fixing device, which relates to the technical field of teaching aids and comprises a fixing roller, two connecting seats used for fixing the fixing roller on a wall are symmetrically arranged at the top of the fixing roller, and extension rollers capable of moving left and right relative to the fixing roller are arranged on two sides of the fixing roller. According to the utility model, through the design, the distance between the teaching aids can be flexibly adjusted, so that the fixing of the teaching aids is more convenient, and through the fixation and protection of sharp parts at the bottoms of the teaching aids, the teaching aids can be fixed more conveniently, so that the teaching aids can be fixed more conveniently. Students can be effectively prevented from being injured.

Description

Technical Field

[0001] The utility model relates to the technical field of teaching equipment, in particular to a mathematical teaching aid fixing device. Background Art

[0002] Mathematics is a discipline that studies concepts such as quantity, structure, change, space, and information. Mathematics is a universal means for humans to strictly describe and deduce the abstract structure and pattern of things. It can be applied to any problem in the real world. All mathematical objects are essentially defined by humans. In this sense, mathematics belongs to formal science rather than natural science. In the development of human history and social life, mathematics plays an irreplaceable role. It is also an indispensable basic tool for learning and studying modern science and technology.

[0003] In the prior art, mathematics is an indispensable subject in the education system. In campus learning, mathematics is a main subject, so it is very important. In the teaching of mathematics, teachers need to use some mathematical teaching aids to assist in writing mathematical knowledge on the blackboard. Mathematical teaching aids generally include rulers, compasses, triangles, etc. If these mathematical teaching aids are usually placed on the podium, they will occupy a lot of space and affect other teachers' teaching. If they are hung on the wall, on the one hand, the distance between the teaching aids cannot be effectively adjusted, which makes it inconvenient to fix the teaching aids. On the other hand, when students are active and playing in the classroom, they will be accidentally injured by sharp teaching aids such as triangles, which is very dangerous. Therefore, we propose a mathematical teaching aid fixing device. Utility Model Content

[0004] The purpose of the utility model is to solve the shortcomings of the prior art. If these mathematical teaching aids are usually placed on the podium, they will take up a lot of space and affect other teachers' teaching. If they are hung on the wall, on the one hand, the distance between the teaching aids cannot be effectively adjusted, which makes it inconvenient to fix the teaching aids. On the other hand, when students are active and playing in the classroom, they may be accidentally hit by sharp teaching aids such as triangles, which is very dangerous. Therefore, we propose a mathematical teaching aid fixing device.

[0005] In order to achieve the above purpose, the utility model adopts the following technical solutions:

[0006] A mathematical teaching aid fixing device comprises a fixing roller, wherein two connecting seats for fixing the fixing roller on a wall are symmetrically arranged on the top of the fixing roller, extension rollers capable of moving left and right with the fixing roller are arranged on both sides of the fixing roller, a mounting roller is fixedly connected to the front of the fixing roller, and a bottom bracket capable of fixing the bottom of the teaching aid is also arranged at the bottom of the fixing roller.

[0007] As a preferred solution of the utility model, the extending roller includes a first linear guide rail extending from the left side wall of the fixed roller to the right side wall, and sliding protrusions capable of sliding with the first linear guide rail are provided on the top and bottom of the fixed roller, and a second linear guide rail is provided on the front side of the extending roller.

[0008] As a preferred solution of the utility model, the installation roller includes a third linear guide rail opened on the front side of the installation roller, and a plurality of sliding blocks are arranged on the third linear guide rail and inside the second linear guide rail, and a first sliding groove is opened on the front side of the sliding block.

[0009] As a preferred solution of the utility model, a first spring member for providing pulling force is arranged inside the first sliding groove, a clamping block is fixedly connected to one end of the first spring member close to the front side, and an anti-slip pad is bonded to the top of the clamping block to increase the friction between the clamping block and the teaching aid.

[0010] As a preferred solution of the utility model, a fourth linear guide rail for limiting position is further provided at the bottom of the fixed roller, and a sleeve capable of moving left and right in the fourth linear guide rail is provided inside the fourth linear guide rail.

[0011] As a preferred solution of the utility model, a second sliding groove is provided at the bottom of the sleeve, and a second spring member capable of exerting a pulling force on the bottom support is provided at the inner top of the second sliding groove.

[0012] The technical effect of adopting the above further solution is: the second spring member can effectively provide rebound, thereby pulling the base upward to clamp the bottom of the mathematics teaching aid, ensuring stable clamping and preventing students from hitting the sharp bottom of the teaching aid.

[0013] Compared with the prior art, the beneficial effects of the utility model are:

[0014] In the utility model, through the arrangement of the third linear guide and the sliding block, the sliding block can effectively move in the third linear guide, so as to effectively adjust the spacing, which is convenient for hanging the teaching aids, and the clamping block and the first spring member can effectively fix the top of the teaching aid, and the anti-skid pad can effectively prevent slipping, and the extension roller can effectively extend the extension roller through the sliding protrusion and the first linear guide, and the second linear guide on the extension roller can make the sliding block slide, so as to facilitate the hanging of some teaching aids with smooth surfaces, and the bottom bracket and the second spring member can effectively provide clamping force for the bottom bracket, so as to clamp the bottom of the teaching aid to prevent students from hitting it, and the sliding of the sleeve and the fourth linear guide can flexibly adjust the position of the bottom bracket to effectively fix the teaching aid. BRIEF DESCRIPTION OF THE DRAWINGS

[0015] Figure 1 It is a schematic diagram of the overall structure of the utility model;

[0016] Figure 2 This is a schematic diagram of the plane structure of the fourth linear guide rail of the utility model;

[0017] Figure 3 It is a schematic diagram of the planar structure of the first spring member of the utility model.

[0018] Legend: 1. Fixed roller; 11. Fourth linear guide; 2. Connecting seat; 3. Extension roller; 31. First linear guide; 32. Sliding protrusion; 33. Second linear guide; 4. Mounting roller; 41. Third linear guide; 42. Sliding block; 43. First sliding groove; 44. First spring member; 45. Clamping block; 46. Anti-slip pad; 5. Bottom support; 51. Sleeve; 52. Second sliding groove; 53. Second spring member. DETAILED DESCRIPTION

[0019] The technical solutions in the embodiments of the utility model will be clearly and completely described below in conjunction with the embodiments of the utility model. Obviously, the described embodiments are only part of the embodiments of the utility model, rather than all of the embodiments. Based on the embodiments of the utility model, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the utility model.

[0020] In order to facilitate the understanding of the present invention, the present invention will be described more comprehensively below with reference to the relevant literature, and several embodiments of the present invention are given. However, the present invention can be implemented in many different forms and is not limited to the embodiments described herein. On the contrary, the purpose of providing these embodiments is to make the disclosure of the present invention more thorough and comprehensive.

[0021] It should be noted that when an element is referred to as being "fixed on" another element, it may be directly on the other element or there may also be a central element. When an element is considered to be "connected to" another element, it may be directly connected to the other element or there may be a central element at the same time. The terms "vertical", "horizontal", "left", "right" and similar expressions used in this article are for illustrative purposes only.

[0022] Unless otherwise defined, all technical and scientific terms used herein have the same meaning as commonly understood by technicians in the technical field of the present invention. The terms used in the specification of the present invention are only for the purpose of describing specific embodiments and are not intended to limit the present invention. The term "and / or" used in this article includes any and all combinations of one or more related listed items.

[0023] Example 1

[0024] like Figure 1-3 As shown, the utility model provides a technical solution: a mathematical teaching aid fixing device, comprising a fixed roller 1, two connecting seats 2 for fixing the fixed roller 1 on the wall are symmetrically arranged on the top of the fixed roller 1, which is convenient for fixing the fixed roller 1 on the wall, and extension rollers 3 that can move left and right with the fixed roller 1 are arranged on both sides of the fixed roller 1, and a mounting roller 4 is fixedly connected to the front of the fixed roller 1, and a bottom bracket 5 that can fix the bottom of the teaching aid is also arranged at the bottom of the fixed roller 1.

[0025] Example 2

[0026] like Figure 1-3 As shown, the stretching roller 3 includes a first linear guide 31 extending from the left side wall of the fixed roller 1 to the right side wall, and sliding protrusions 32 capable of sliding with the first linear guide 31 are provided on the top and bottom of the fixed roller 1, and a second linear guide 33 is provided on the front side of the stretching roller 3, and the position of the stretching roller 3 is conveniently adjusted by the sliding protrusion 32 and the first linear guide 31.

[0027] The mounting roller 4 includes a third linear guide rail 41 opened on the front side of the mounting roller 4, and a plurality of sliding blocks 42 are arranged inside the third linear guide rail 41 and the second linear guide rail 33, and a first sliding groove 43 is opened on the front side of the sliding block 42. Through the second linear guide rail 33 and the third linear guide rail 41, the spacing between the sliding blocks 42 can be conveniently adjusted, so that the teaching aids can be better suspended.

[0028] A first spring member 44 for providing pulling force is provided inside the first sliding groove 43, and a clamping block 45 is fixedly connected to one end of the first spring member 44 close to the front side, and an anti-slip pad 46 is bonded to the top of the clamping block 45 to increase the friction between the clamping block 45 and the teaching aid, thereby effectively fixing the teaching aid.

[0029] A fourth linear guide 11 for limiting is also provided at the bottom of the fixed roller 1, and a sleeve 51 capable of moving left and right in the fourth linear guide 11 is provided inside the fourth linear guide 11. The position of the base 5 can be conveniently adjusted through the sleeve 51 and the fourth linear guide 11.

[0030] A second sliding groove 52 is formed at the bottom of the sleeve 51 , and a second spring member 53 capable of exerting a pulling force on the base 5 is disposed at the inner top of the second sliding groove 52 . The second spring member 53 can effectively provide a clamping force for the base 5 .

[0031] The working process of the utility model is as follows: when using a mathematical teaching aid fixing device to fix mathematical teaching aids, first, a bolt is passed through the connecting seat 2 to fix the fixing roller 1 on the wall. After completion, the clamping block 45 is pulled open, the top of the teaching aid is placed inside, and then loosened to allow the first spring member 44 to rebound and clamp it. After completion, the position of the sleeve 51 in the fourth linear guide rail 11 is adjusted to align the bottom bracket 5 with the bottom end of the teaching aid, and then the bottom bracket 5 is pulled to clamp the bottom end of the teaching aid thereon, and then the second spring member 53 rebounds to clamp it, and then other teaching aids can be fixed. The distance between the teaching aid and the first teaching aid can be adjusted by moving the position of the sliding block 42 in the third linear guide 41, and then the above operation can be repeated. For some teaching aids with smooth surfaces that will not cause harm to students, the extension roller 3 can be pulled out of the first linear guide 31, and then the position of the sliding block 42 in the second linear guide 33 can be adjusted to fix the teaching aid. The utility model can flexibly adjust the distance between teaching aids through design, thereby making the fixation of teaching aids more convenient, and can effectively prevent students from being injured by fixing and protecting the sharp parts of the bottom of the teaching aids.

[0032] 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 mathematical teaching aid fixing device, comprising a fixing roller (1), characterized in that: Two connecting seats (2) for fixing the fixed roller (1) on a wall are symmetrically arranged on the top of the fixed roller (1), extension rollers (3) capable of moving left and right with the fixed roller (1) are arranged on both sides of the fixed roller (1), a mounting roller (4) is fixedly connected to the front of the fixed roller (1), and a bottom bracket (5) capable of fixing the bottom of the teaching aid is also arranged at the bottom of the fixed roller (1).

2. A mathematical teaching aid fixing device according to claim 1, characterized in that: The extending roller (3) comprises a first linear guide rail (31) extending from the left side wall of the fixed roller (1) to the right side wall, and sliding protrusions (32) capable of sliding with the first linear guide rail (31) are arranged at the top and bottom of the fixed roller (1), and a second linear guide rail (33) is arranged on the front side of the extending roller (3).

3. A mathematical teaching aid fixing device according to claim 2, characterized in that: The installation roller (4) includes a third linear guide rail (41) disposed on the front side of the installation roller (4), and a plurality of sliding blocks (42) are disposed inside the third linear guide rail (41) and the second linear guide rail (33), and a first sliding groove (43) is disposed on the front side of the sliding block (42).

4. A mathematical teaching aid fixing device according to claim 3, characterized in that: A first spring member (44) for providing a pulling force is arranged inside the first sliding groove (43), a clamping block (45) is fixedly connected to one end of the first spring member (44) close to the front side, and an anti-slip pad (46) is bonded to the top of the clamping block (45) for increasing the friction between the clamping block and the teaching aid.

5. A mathematical teaching aid fixing device according to claim 1, characterized in that: The bottom of the fixed roller (1) is also provided with a fourth linear guide rail (11) for limiting position, and a sleeve (51) capable of moving left and right within the fourth linear guide rail (11) is provided inside the fourth linear guide rail (11).

6. A mathematical teaching aid fixing device according to claim 5, characterized in that: A second sliding groove (52) is provided at the bottom of the sleeve (51), and a second spring member (53) capable of exerting a pulling force on the base (5) is provided at the inner top of the second sliding groove (52).

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