Mathematics teaching aid for thinking training

Abstract

The utility model relates to a math teaching aid for thinking training, which belongs to the technical field of math teaching aids and comprises a box body, a box cover plate movably sleeved with the box body is arranged at the upper end of the box body, a bead disc movably inserted and fixed with the box body is arranged at the rear end of the box cover plate, and fixing blocks are arranged on two sides of the upper end of the box body. Rotating shafts are arranged between the two sides of the box cover plate and the fixing blocks and between the two sides of the bead disc and the fixing blocks, and a plurality of partition plates which are arranged in a criss-cross mode are arranged in the box body. The device has the characteristics of compact structure, complete functions and convenience in use. The problems that the mathematics teaching process is monotonous and the knowledge absorption effect of students is poor are solved. And the learning interest and thinking ability of children are improved.

Description

Technical Field

[0001] The utility model relates to the technical field of mathematics teaching tools, in particular to a mathematics teaching aid for thinking training. Background Art

[0002] Mathematics is a discipline that studies concepts such as quantity, structure, change, space, and information. From a certain perspective, it is a kind of formal science. Mathematicians and philosophers have a series of views on the exact scope and definition of mathematics. In the development of human history and social life, mathematics also plays an irreplaceable role.

[0003] At the same time, addition, subtraction, multiplication and division are the basic skills required for children's mathematical skills education, and are also the basis for cultivating children's mathematical thinking. Children's calculations of addition, subtraction, multiplication and division are mainly based on rote memorization. Practical activities that children love very much are also one of the effective ways for children to conduct mathematical enlightenment cognition. Children are very curious about external things.

[0004] In learning, they often take interest as the starting point and are easily attracted by new stimuli. Therefore, learning mathematics through a certain hands-on process will be able to promote learning. Hands-on operations are practical activities that students love very much. It is also one of the effective ways for students to conduct mathematical cognition and make students feel interesting. Learning through play is an effective way to cultivate primary school students to improve their mathematical ability, construct mathematical knowledge, exercise primary school students' mathematical thinking ability, and gradually cultivate primary school students' ability to analyze and solve problems. Summary of the invention

[0005] The utility model mainly solves the deficiencies in the prior art and provides a mathematical teaching aid for thinking training, which has the characteristics of compact structure, complete functions and convenient use. It solves the problems of monotonous mathematics teaching process and poor knowledge absorption effect of students, and improves children's learning interest and thinking ability.

[0006] The above technical problems of the utility model are mainly solved by the following technical solutions:

[0007] A mathematics teaching aid for thinking training comprises a box body, wherein the upper end of the box body is provided with a box cover plate movably sleeved with the box body, the rear end of the box cover plate is provided with a bead plate movably plugged and fixed with the box body, both sides of the upper end of the box body are provided with fixed blocks, rotating shafts are provided between the two sides of the box cover plate and the fixed blocks, and between the two sides of the bead plate and the fixed blocks, and a plurality of crisscross partitions are provided in the box body. Chalks, crayons, pencils, erasers, compasses and other tools for mathematics teaching can also be placed in the box body.

[0008] Preferably, the bead plate comprises a bead plate frame, a plurality of U-shaped bead sliding rods distributed at equal intervals are arranged in the bead plate frame, and a plurality of beads plugged into the U-shaped bead sliding rods are arranged on the U-shaped bead sliding rods.

[0009] Preferably, a baffle penetrating the U-shaped bead sliding rod is provided in the bead plate frame.

[0010] Preferably, both the front and rear sides of the bead plate frame are provided with stop plates which are movably connected to the bead plate frame in a rotating shaft manner.

[0011] Preferably, the box body is provided with a magnetic card that is slidably attracted to the box cover, the box cover includes a magnetic plate, and the outer periphery of the magnetic plate is coated with a plastic layer. Numbers, addition and subtraction symbols and equal signs are printed on the magnetic card, and digital addition and subtraction operations are performed by placing different magnetic cards on the box cover.

[0012] Preferably, the two sides of the magnetic card are respectively a three-dimensional block and a pick rod, and the three-dimensional block is a sphere, a cube, a cuboid, a cylinder, a cone, a triangle or a trapezoid.

[0013] The three-dimensional blocks allow students to better recognize the shape characteristics of objects. Through the stick picking game, students practice counting while picking sticks.

[0014] Preferably, the front end of the magnetic card is a circular piece and a measuring ruler, the circular piece is composed of a 1 / 5 circular piece, a 1 / 4 circular piece, a 1 / 3 circular piece, a semicircle and a full circle, and the measuring ruler is a right-angle triangle ruler, a ruler and an isosceles triangle ruler.

[0015] Preferably, a plug plate is provided below the front end of the box cover plate and is inserted and limited in a slot with the box body.

[0016] The utility model can achieve the following effects:

[0017] The utility model provides a mathematical teaching aid for thinking training, which has the characteristics of compact structure, complete functions and convenient use compared with the prior art. It solves the problems of monotonous mathematical teaching process and poor knowledge absorption effect of students, and improves children's learning interest and thinking ability. BRIEF DESCRIPTION OF THE DRAWINGS

[0018] Figure 1 It is a schematic diagram of the top view of the closed bead plate of the utility model.

[0019] Figure 2 It is a front view structural schematic diagram of the bead plate of the utility model when it is opened.

[0020] Figure 3 It is a top view structural schematic diagram of the utility model.

[0021] Figure 4It is a schematic diagram of the structure of the utility model when the box cover is opened.

[0022] Figure 5 It is a structural sectional view of the box cover of the utility model.

[0023] In the figure: a fixed block 1, a box body 2, a bead plate 3, a rotating shaft 4, a box cover 5, a bead plate frame 6, a U-shaped sliding bead rod 7, beads 8, a baffle 9, a stop plate 10, a plug plate 11, a partition 12, a three-dimensional block 13, a circular piece 14, a measuring ruler 15, a magnetic card 16, a picking rod 17, a plastic layer 18, and a magnetic plate 19. DETAILED DESCRIPTION

[0024] The technical solution of the utility model is further specifically described below through embodiments and in conjunction with the accompanying drawings.

[0025] Example: Figure 1-5 As shown, a mathematical teaching aid for thinking training includes a box body 2, a box cover 5 movably sleeved with the box body 2 is provided at the upper end of the box body 2, and a plug-in plate 11 is provided at the lower front end of the box cover 5 and inserted and limited with the box body 2 in a slot-like manner. A bead plate 3 movably plugged and fixed with the box body 2 is provided at the rear end of the box cover 5, and the bead plate 3 includes a bead plate frame 6, and both the front and rear sides of the bead plate frame 6 are provided with stop plates 10 movably plugged with the bead plate frame 6 in a rotating shaft manner. Seven U-shaped bead sliding rods 7 are arranged in the bead plate frame 6 at equal intervals, and 10 beads 8 are arranged on the U-shaped bead sliding rod 7. A baffle 9 that penetrates the U-shaped bead sliding rod 7 is arranged in the bead plate frame 6. Fixed blocks 1 are arranged on both sides of the upper end of the box body 2, and rotating shafts 4 are arranged between the two sides of the box cover 5 and the fixed block 1, and between the two sides of the bead plate 3 and the fixed block 1, and four crisscross partitions 12 are arranged in the box body 2. The box body 2 is provided with a magnetic card 16 that is slidably attracted to the box cover 5. The box cover 5 includes a magnetic plate 19, and the outer periphery of the magnetic plate 19 is coated with a plastic layer 18. The two sides of the magnetic card 16 are respectively a three-dimensional block 13 and a pick rod 17. The three-dimensional block 13 is a sphere, a cube, a cube, a cylinder, a cone, a triangle or a trapezoid. The front end of the magnetic card 16 is a circular piece 14 and a measuring ruler 15. The circular piece 14 is composed of a 1 / 5 circular piece, a 1 / 4 circular piece, a 1 / 3 circular piece, a semicircle and a full circle. The measuring ruler 15 is respectively a right-angle triangle ruler, a ruler and an isosceles triangle ruler.

[0026] In summary, the mathematics teaching aid for thinking training has the characteristics of compact structure, complete functions and convenient use. It solves the problems of monotonous mathematics teaching process and poor knowledge absorption effect of students, and improves children's learning interest and thinking ability.

[0027] It is obvious to those skilled in the art that the present invention is not limited to the details of the exemplary embodiments described above, and that the present invention can be implemented in other specific forms without departing from the basic features of the present invention. Therefore, no matter from which point of view, the embodiments should be regarded as exemplary and non-restrictive, and the scope of the present invention is defined by the appended claims rather than the above description, and it is intended that all changes falling within the meaning and scope of the equivalent elements of the claims are included in the present invention. Any reference numerals in the claims should not be regarded as limiting the claims involved.

[0028] In summary, the above description is only a specific embodiment of the present invention, but the structural features of the present invention are not limited thereto. Any changes or modifications made by any technician in the field of the present invention are included in the patent scope of the present invention.

Claims

1. A mathematical teaching aid for thinking training, characterized in that: The invention comprises a box body (2), wherein the upper end of the box body (2) is provided with a box cover (5) which is movably sleeved with the box body (2), the rear end of the box cover (5) is provided with a bead plate (3) which is movably plugged and fixed with the box body (2), both sides of the upper end of the box body (2) are provided with fixed blocks (1), rotating shafts (4) are provided between both sides of the box cover (5) and the fixed blocks (1), and between both sides of the bead plate (3) and the fixed blocks (1), and a plurality of partition plates (12) are provided in a criss-cross pattern inside the box body (2).

2. A mathematical teaching aid for thinking training according to claim 1, characterized in that: The bead plate (3) comprises a bead plate frame (6), a plurality of U-shaped bead sliding rods (7) distributed at equal intervals are arranged in the bead plate frame (6), and a plurality of beads (8) plugged into the U-shaped bead sliding rods (7) are arranged on the U-shaped bead sliding rods (7).

3. A mathematical teaching aid for thinking training according to claim 2, characterized in that: A baffle (9) penetrating the U-shaped bead sliding rod (7) is provided in the bead plate frame (6).

4. A mathematical teaching aid for thinking training according to claim 2, characterized in that: Both the front and rear sides of the bead plate frame (6) are provided with stop plates (10) which are movably plugged into the bead plate frame (6) in a rotating shaft manner.

5. A mathematical teaching aid for thinking training according to claim 1, characterized in that: The box body (2) is provided with a magnetic card (16) that is slidably magnetically attracted to the box cover (5). The box cover (5) comprises a magnetic plate (19), and the outer periphery of the magnetic plate (19) is coated with a plastic layer (18).

6. A mathematical teaching aid for thinking training according to claim 5, characterized in that: The two sides of the magnetic card (16) are respectively a three-dimensional block (13) and a pick rod (17), and the three-dimensional block (13) is a sphere, a cube, a cuboid, a cylinder, a cone, a triangle or a trapezoid.

7. A mathematical teaching aid for thinking training according to claim 6, characterized in that: The front end of the magnetic card (16) is a circular sheet (14) and a measuring ruler (15), wherein the circular sheet (14) is composed of a 1 / 5 circular sheet, a 1 / 4 circular sheet, a 1 / 3 circular sheet, a semicircle and a full circle, and the measuring ruler (15) is respectively a right-angled triangle ruler, a straight ruler and an isosceles triangle ruler.

8. A mathematical teaching aid for thinking training according to claim 1, characterized in that: A plug-in plate (11) is provided below the front end of the box cover plate (5) and is inserted and limited in a slot-like manner with the box body (2).

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