A finger counting teaching aid

Abstract

The utility model discloses a finger arithmetic teaching aid, wherein a demonstration platform body is provided with left and right hand flexible finger models and a groove for placing a mathematical symbol module, and a sensing piece is installed at the fingertips of the flexible finger models; a battery module is provided at the bottom of the demonstration platform body, and a controller, a speaker and a sensing medium are provided inside, which are electrically connected to each other, and are used to realize that when the contact between the finger center and the palm changes, the speaker plays the audio corresponding to the finger of the flexible finger model at this time. The teaching aid of the utility model can simulate the action of "breaking fingers", and with interesting audio and various mathematical symbol modules, it can realize the coordination of hands-on and brain-based, help young children establish mathematical cognition, and can also attract young children to play, filling the market gap.

Description

Technical Field

[0001] The present application relates to the technical field of preschool education demonstration tools, and in particular to a finger arithmetic teaching aid. Background Art

[0002] It should be noted that the contents recorded in this section do not represent all prior art.

[0003] Modern scientific research shows that figurative thinking develops earlier than logical thinking. The left brain is responsible for logical thinking, while the right brain is responsible for figurative thinking. The main feature of early childhood thinking is concrete figurative thinking. Children aged 4 to 5 years old think with the help of concrete images or representations of things, and children aged 6 begin to have the budding of abstract to logical thinking. However, traditional arithmetic teaching mainly relies on rote memorization in the form of doing exercises. Currently, the only teaching aids for learning arithmetic on the market are abacus models and simplified calculator models, which are too abstract for children whose logical thinking has not yet fully developed, and can easily make children afraid of mathematics. Therefore, there is a need for arithmetic teaching aids designed specifically for young children. The focus of early childhood teaching aids needs to be more interesting, not only to make children willing to actively learn knowledge, but also to cultivate children's hands-on ability.

[0004] When teachers or parents teach children to count, they usually start with counting fingers. Although using fingers to count, add and subtract can make children get the calculation results more intuitively, there are still various problems in actual teaching. First of all, children's hand fine motor ability is a gradual development process. Children have difficulty in accurately realizing finger movements due to insufficient muscle control, and children have limited attention. When they place a finger and turn their attention to the other palm, they unconsciously loosen the fingers that have just been bent and folded, resulting in inaccurate counting results. During the teacher's teaching process, if children cannot make the specified gestures, it will hit their young minds. Making the wrong gestures will also delay their learning progress. In addition, teachers will waste a lot of time correcting each child's gesture, and the teaching efficiency is relatively low. Secondly, although counting fingers is an effective teaching method, it is easy for children to become dependent on it. Many children still retain the bad habit of bending their fingers after entering elementary school. Utility Model Content

[0005] The utility model mainly aims at the above problems and proposes a finger arithmetic teaching aid, which is intended to assist young children in learning arithmetic.

[0006] To achieve the above-mentioned purpose, the utility model provides a finger arithmetic teaching aid, including a demonstration platform main body, wherein the upper end surface of the demonstration platform main body is provided with left and right hand flexible finger models, and the outer contour of the flexible finger model is shaped like the outer contour of a human palm; the fingertips or fingertips of the flexible finger models are provided with sensing elements; a battery module is provided at the bottom of the demonstration platform main body, and a controller, a speaker and a sensing medium are provided inside the demonstration platform main body; the sensing element, the battery module, the controller and the speaker are electrically connected; the sensing medium is arranged corresponding to the palm area of ​​the flexible finger model; when the sensing element and the sensing medium are close to or separated, the sensing signal is transmitted to the controller; and the controller controls the speaker to play audio according to the sensing signal.

[0007] Furthermore, the induction element is a Hall switch; and the induction medium is a magnet.

[0008] Furthermore, the sensing element is an inductive proximity switch, and the sensing medium is metal.

[0009] Furthermore, Velcro is provided on the palm area, fingertips or finger pads of the flexible finger model.

[0010] Furthermore, it also includes a mathematical character module, and the demonstration platform body is provided with a groove for placing the mathematical character module.

[0011] Furthermore, the surface of the mathematical character module is provided with a bright color coating, and the shape of the mathematical character module is any one of round, square, triangular, and quasi-physical.

[0012] Furthermore, the material of the flexible finger model is cloth material.

[0013] Furthermore, the flexible finger model is made of silicone, and the sensing element is covered by the silicone.

[0014] Furthermore, the flexible finger model is made of hollow one-piece silicone.

[0015] Furthermore, the flexible finger model is made by bonding two layers of silicone.

[0016] The utility model provides a finger counting teaching aid that can simulate the action of "breaking fingers" to count, and cooperates with audio counting and various mathematical symbol modules to achieve hands-on and brain-based coordination, helping children to establish mathematical cognition while increasing interest, thus filling a market gap. The teaching aid can help children combine figurative thinking with logical thinking, and can guide children to understand the concept of numbers and the calculation process.

[0017] (1) Flexible finger models of the left and right hands are set on the demonstration platform. Velcro is set on the fingertips and palm surfaces of the flexible finger models so that the fingers can be folded inward and stuck to the palms, simulating the action of "bending fingers" to count by young children. The connection is stable and not easy to loosen.

[0018] (2) By installing sensing elements on the fingertips and sensing media on the palms, it is possible to identify whether the fingertips and palms are close to or separated. When the contact between the fingertips and palms changes, the speaker plays the audio of the flexible finger model corresponding to the finger at that time.

[0019] (3) By setting grooves on the main body of the demonstration table and placing digital symbol modules of different colors and shapes, children’s interest in learning can be stimulated while their impression and understanding of mathematical symbols can be deepened. BRIEF DESCRIPTION OF THE DRAWINGS

[0020] Figure 1 The present invention provides a schematic top view of a finger arithmetic teaching aid.

[0021] Figure 2 A perspective view of a finger arithmetic teaching aid is provided for this application.

[0022] Figure 3 The present invention provides a three-dimensional structural schematic diagram of a finger arithmetic teaching aid.

[0023] The reference numerals shown in the figure are: 1. Demonstration table main body; 101. Groove; 2. Flexible finger model; 201. Velcro; 3. Speaker; 4. Hall switch; 5. Magnet; 6. Mathematical symbol module; 7. Battery module; 8. Controller. DETAILED DESCRIPTION

[0024] The following will be combined with the drawings in the embodiments of the utility model to clearly and completely describe the technical solutions in the embodiments of the utility model. Obviously, the described embodiments are only part of the embodiments of the utility model, not 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 belong to the protection scope of the utility model. It is understandable that the drawings are only provided for reference and illustration, and are not used to limit the utility model. The connection relationship shown in the drawings is only for the convenience of clear description and does not limit the connection method.

[0025] It should be noted that when a component is considered to be "connected" to another component, it can be directly connected to another component, or there may be an intermediate component at the same time. Unless otherwise defined, all technical and scientific terms used in this document have the same meaning as those generally understood by technicians in the technical field of the present invention. It should also be noted that, unless otherwise clearly specified and limited, the terms "installed", "connected", and "connected" should be understood in a broad sense. For example, it can be a fixed connection, a detachable connection, or an integral connection; it can be a mechanical connection, an electrical connection, or the internal connection of two components. For ordinary technicians in this field, the specific meanings of the above terms in the present utility model can be understood according to specific circumstances. The terms used in this document in the specification of the present utility model are only for the purpose of describing specific embodiments, and are not intended to limit the present utility model.

[0026] It should also be noted that in the description of the present invention, the terms "center", "upper", "lower", "left", "right", "vertical", "horizontal", "inner", "outer", etc., indicating the orientation or position relationship, are based on the orientation or position relationship shown in the drawings, and are only for the convenience of describing the present invention and simplifying the description, rather than indicating or implying that the device or element referred to must have a specific orientation, be constructed and operated in a specific orientation, and therefore cannot be understood as a limitation on the present invention. In addition, the terms "first", "second", and "third" are used for descriptive purposes only, and cannot be understood as indicating or implying relative importance.

[0027] Please refer to Figure 1 and Figure 2 The present embodiment provides a finger arithmetic teaching aid, wherein the demonstration platform body 1 is provided with two flexible finger models 2 for left and right hands with the palms facing outward and five square grooves 101 for placing mathematical symbol modules 6, a Hall switch 4 is installed inside each fingertip or finger belly of the flexible finger model 2, and a Velcro 201 is set on each fingertip or finger belly and the palm; a battery module 7 is provided at the bottom of the demonstration platform body 1, and a controller 8, a speaker 3 and a magnet 5 are provided inside. The speaker 3 is located in the middle of the demonstration platform body 1, and the annular magnet is located directly below the palm, and its size is equal to the outer diameter of the Velcro 201 on the palm.

[0028] Whether it is the connection between each fingertip or fingertip and the palm provided with Velcro 201, or the magnetic attraction between the magnet 5 and the Hall switch 4, a stable connection can be formed to prevent loosening and thus cause counting errors.

[0029] The Hall switch 4 can detect the voltage change generated when there is a magnetic field nearby, so as to determine whether to give a signal output. The battery module 7, the controller 8, the speaker 3 and the Hall switch 4 are electrically connected. When the fingertips are folded inward to touch the palm, the Velcro 201 of the fingertips and the Velcro 201 of the palm stick together. At the same time, the Hall switch 4 senses the change in the magnetic field and gives a signal output. The controller 8 controls the speaker 3 to play the audio of the corresponding finger of the flexible finger model 2 at this time. Every time a finger is folded inward, the audio is played once, and the duration is about 1 second. The audio pronunciation can be do (duo), re (come), mi (mi), fa (send), sol (sue), la (pull), si (west), which is more interesting and attracts young children to learn through entertainment. The audio pronunciation can also be audio sounds of other content.

[0030] The material of the demonstration table body 1 can be wooden puzzle board; the material of the flexible finger model 2 is 1.5mm thick cloth, and the position where the Hall switch 4 is installed is thickened; the surface of the mathematical symbol module 6 is provided with a bright color coating, marked with white symbols, and the shape is square.

[0031] See also Figure 1 and Figure 3 , give an example of using this teaching aid:

[0032] The tutor (teacher or parent) assigns the questions or the controller 8 has a built-in program that randomly assigns the questions. When the built-in program of the finger arithmetic teaching aid assigns the questions randomly, the speaker 3 is used to pronounce the questions. After the child receives the questions, the mathematical character module 6 is first placed in the groove 101. The tutor does not need to repeatedly pronounce the questions, which solves the problem of repeatedly pronouncing the questions and is time-consuming. It can also deepen the impression and understanding of mathematical symbols for the child.

[0033] The teaching aid has several fingers stretched out to represent the numerical value of the number. The initial state is "10" or "0", that is, all ten fingers are bent and folded into the palm or all ten fingers are stretched out. Fold the fingers and "stick" them to the palm to practice subtraction, and stretch the fingers from the palm to practice addition. For example, when learning "3-1=2", the child finds the corresponding symbol in the mathematical symbol module 6 according to the teacher's prompt and puts it into the groove 101 of the demonstration table body 1. The child can restore the teaching aid to the initial state, that is, all ten fingers are bent and folded into the palm, and then three fingers are unfolded from the palm of the flexible finger model 2 in turn to get the number "3". Each time the finger is stretched out, an audio sound is played. Even if multiple fingers are folded quickly in a short time, the audio is only played once. The purpose is to train the child's organization and patience. Then do subtraction, "stick" an outstretched finger to the palm, simulate the bending of the child's fingers, representing "3-1". At this time, the speaker 3 plays the audio corresponding to "2", and the child gets the correct answer "2" for "3-1".

[0034] In other embodiments, the demonstration platform body 1 is made of plastic; the flexible finger model 2 is made of silicone, and the upper and lower layers of silicone are bonded together to form a hollow one-piece model; the mathematical symbol model has the shapes of circle, square, triangle and simulacrum, where the simulacrum refers to the mathematical symbol module 6 being designed as the shape of the outer contour of a small animal, fruit or other object to increase the fun. The flexible finger model 2 is a hollow one-piece model, and it can also be formed twice or formed in two pieces and then glued together; the Hall switch 4 can be replaced by an inductive proximity switch, and the magnet 5 can be replaced by metal.

[0035] In the specification and claims of the present application, the words "include / comprise" and the words "have / include" and their variations are used to specify the existence of stated features, values, steps or components, but do not exclude the existence or addition of one or more other features, values, steps, components or combinations thereof.

[0036] Some features of the present invention are described in different embodiments for clarity of description, however, these features may also be described in combination in a single embodiment. Conversely, some features of the present invention are described in a single embodiment for brevity, however, these features may also be described in different embodiments alone or in any suitable combination.

[0037] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions and improvements made within the spirit and principles of the present invention should be included in the protection scope of the present invention.

Claims

1. A finger arithmetic teaching aid, characterized in that: The invention comprises a demonstration platform body, wherein the upper end surface of the demonstration platform body is provided with left and right hand flexible finger models, the outer contours of the flexible finger models are shaped like the outer contours of human palms; sensing elements are provided at the fingertips or finger pads of the flexible finger models; a battery module is provided at the bottom of the demonstration platform body, and a controller, a speaker and a sensing medium are provided inside the demonstration platform body; the sensing element, the battery module, the controller and the speaker are electrically connected; the sensing medium is provided corresponding to the palm area of ​​the flexible finger model; when the sensing element and the sensing medium are close to or separated, the sensing signal is transmitted to the controller; and the controller controls the speaker to play audio according to the sensing signal.

2. A finger arithmetic teaching aid according to claim 1, characterized in that: The induction element is a Hall switch; the induction medium is a magnet.

3. A finger arithmetic teaching aid according to claim 1, characterized in that: The sensing element is an inductive proximity switch, and the sensing medium is metal.

4. A finger arithmetic teaching aid according to claim 1, characterized in that: Velcro is provided on the palm area, fingertips or finger pad surfaces of the flexible finger model.

5. A finger arithmetic teaching aid according to any one of claims 1 to 4, characterized in that: It also includes a mathematical character module, and a groove for placing the mathematical character module is provided on the demonstration platform body.

6. A finger arithmetic teaching aid according to claim 5, characterized in that: The surface of the mathematical character module is provided with a bright color coating, and the shape of the mathematical character module is any one of a circle, a square, a triangle, and a pseudo-object.

7. A finger arithmetic teaching aid according to claim 6, characterized in that: The material of the flexible finger model is cloth material.

8. A finger arithmetic teaching aid according to claim 6, characterized in that: The flexible finger model is made of silica gel, and the sensing element is covered by the silica gel.

9. A finger arithmetic teaching aid according to claim 8, characterized in that: The flexible finger model is made of hollow one-piece silicone.

10. A finger arithmetic teaching aid according to claim 8, characterized in that: The flexible finger model is made by bonding two layers of silicone.

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