Mathematics teaching aid for mathematical thinking training

Abstract

The utility model belongs to the technical field of math teaching aids, and particularly relates to a math teaching aid for math thinking training, which comprises a bottom box, and the upper surface of the bottom box is fixedly connected with a vertical rod. The transverse rods and the balancing weights are taken out of the bottom box, the pull blocks are pulled, the insertion blocks are inserted into the installation blocks, the pull blocks are loosened, the insertion rods are inserted into the insertion holes under the action of the springs, and installation is completed. The balancing weights are hung on the hooks of the left transverse rod, at the moment, the transverse rods rotate around the installation blocks as the circle center under the action of gravity, the left transverse rod falls down, and the right transverse rod tilts; corresponding balancing weights are hung on the tilted cross rods to keep balance, for example, when two balancing weights are hung on the five positions of the number in the left side mark and one balancing weight is hung on the ten positions of the right side mark, namely, the two cross rods keep balance, the result that five plus five is equal to ten is obtained, according to the lever principle, the numbers are added, and the holding force and the magnitude are equal; and a physical mode is converted into mathematical addition and subtraction operation, so that the mathematical thinking ability of children can be cultivated.

Description

Technical Field

[0001] The utility model relates to the technical field of mathematical teaching aids, in particular to a mathematical teaching aid for mathematical thinking training. Background Technique

[0002] Mathematical thinking, also commonly referred to as the ability of mathematical thinking, is the ability to think and solve problems from a mathematical perspective. For example, transformation and reduction, from the general to the special, from the special to the general, the ideas of functions and mappings, etc. Hands-on operation is a very favorite practical activity for children and is also one of the effective ways for children to conduct mathematical enlightenment and cognition. Children have extremely strong curiosity about external things. In learning, they often start from interest and are very easily attracted by new objects;

[0003] At present, when children learn addition and subtraction, they only learn simply by rote, which enables children to only remember knowledge but not broaden their innovative thinking, which is relatively disadvantageous for cultivating children's mathematical thinking, and the teaching often fails to achieve the desired effect. Therefore, a mathematical teaching aid for mathematical thinking training is proposed. Content of the Utility Model

[0004] The purpose of the utility model is to provide a mathematical teaching aid for mathematical thinking training to solve the problems raised in the above background technique.

[0005] To achieve the above purpose, the utility model provides the following technical solution: A mathematical teaching aid for mathematical thinking training, including a bottom box, a vertical rod is fixedly connected to the upper surface of the bottom box, an installation block is rotatably connected to the front surface of the vertical rod, a pair of insertion blocks are inserted into the inner side wall of the installation block, insertion holes are opened in the inner side wall of the insertion block, a pair of pulling blocks are arranged on the front side of the installation block, a spring is fixedly connected between the rear surface of the pulling block and the front surface of the installation block, an insertion rod is fixedly connected to the rear side wall of the pulling block, the outer side wall of the insertion rod is inserted into the inner side wall of the insertion hole, a cross bar is fixedly connected to the side of the insertion block away from the insertion rod, a uniformly distributed hook is fixedly connected to the front surface of the cross bar, uniformly distributed marks are arranged on the front surface of the cross bar, and a plurality of counterweight blocks are arranged on the outer side wall of the hook.

[0006] As a further preference of this technical solution: A pair of reinforcing ribs are fixedly connected between the upper surface of the bottom box and the outer side wall of the vertical rod.

[0007] As a further preference of this technical solution: A drawer is inserted into the inner side wall of the bottom box, and a handle is fixedly connected to the front surface of the drawer.

[0008] As a further preference of this technical solution: A rubber pad is bonded to the lower surface of the bottom box.

[0009] As a further preference of the present technical solution: the numerical size of the identifier increases successively from the vertical rod end outwards.

[0010] As a further preference of the present technical solution: the number and position of the hooks are set corresponding to the position and number of the identifiers.

[0011] Compared with the prior art, the beneficial effects of the present utility model are as follows:

[0012] When the present utility model is in use, the cross bar and the counterweight are taken out from the bottom box. The pull block is pulled and the insertion block is inserted into the installation block. After the pull block is released, under the action of the spring, the insertion rod is inserted into the insertion hole to complete the installation. First, the counterweight is hung on the hook of the left cross bar. At this time, under the action of gravity, the cross bar rotates around the installation block as the center of the circle. The left cross bar drops, and the right cross bar tilts up. The corresponding counterweight is hung on the tilted cross bar to keep it balanced. For example, when two counterweights are hung at the position of the number five in the left identifier and one counterweight is hung at the position of the number ten in the right identifier, the two cross bars are kept balanced, and it is obtained that five plus five equals ten. Through the lever principle, the addition of numbers keeps the force and magnitude equal, and is transformed into the addition and subtraction operations of mathematics in a physical way, which is beneficial to cultivating children's mathematical thinking ability. Through storage, it is not easy to lose the counterweight and damage the cross bar. Description of the Drawings

[0013] Figure 1 It is the front view structural schematic diagram of the present utility model;

[0014] Figure 2 It is the structural schematic diagram of the pull block, the spring and the insertion rod in the present utility model;

[0015] Figure 3 It is the structural schematic diagram of the hook, the identifier and the counterweight in the present utility model;

[0016] Figure 4 It is the structural schematic diagram of the drawer, the handle and the rubber pad in the present utility model.

[0017] In the figure: 1, bottom box; 2, vertical rod; 3, installation block; 4, insertion block; 5, insertion hole; 6, pull block; 7, spring; 8, insertion rod; 9, cross bar; 10, hook; 11, identifier; 12, counterweight; 13, reinforcing rib; 14, drawer; 15, handle; 16, rubber pad. Detailed Embodiment

[0018] The following will clearly and completely describe the technical solutions in the embodiments of the present utility model in conjunction with the accompanying drawings in the embodiments of the present utility model. The examples of the embodiments are shown in the accompanying drawings, wherein the same or similar reference numerals denote the same or similar elements or elements having the same or similar functions from beginning to end. The embodiments described below by referring to the accompanying drawings are exemplary and are only used to explain the present application and should not be construed as limiting the present application. Obviously, the described embodiments are only a part of the embodiments of the present utility model, rather than all the embodiments. All other embodiments obtained by those of ordinary skill in the art based on the embodiments of the present utility model without making creative efforts belong to the scope of protection of the present utility model.

[0019] In the description of the present application, it should be noted that, unless otherwise clearly specified and limited, the terms "installed", "connected", "connected", "set" 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 or an electrical connection; it can be directly connected, or indirectly connected through an intermediate medium, and it can be the communication inside two elements or the interaction relationship between two elements. For those of ordinary skill in the art, the specific meanings of the above terms in the present application can be understood according to specific circumstances.

[0020] Please refer to Figures 1-4, the utility model provides a technical solution: a mathematical teaching aid for mathematical thinking training, including a bottom box 1, a vertical rod 2 is fixedly connected to the upper surface of the bottom box 1, an installation block 3 is rotatably connected to the front surface of the vertical rod 2, a pair of insertion blocks 4 are inserted into the inner side wall of the installation block 3, a jack 5 is opened on the inner side wall of the insertion block 4, a pair of pulling blocks 6 are arranged on the front side of the installation block 3, a spring 7 is fixedly connected between the rear surface of the pulling block 6 and the front surface of the installation block 3, a plug rod 8 is fixedly connected to the rear side wall of the pulling block 6, the outer side wall of the plug rod 8 is inserted into the inner side wall of the jack 5, a cross bar 9 is fixedly connected to the side of the insertion block 4 away from the plug rod 8, a uniformly distributed hook 10 is fixedly connected to the front surface of the cross bar 9, a uniformly distributed identifier 11 is arranged on the front surface of the cross bar 9, and a plurality of counterweights 12 are arranged on the outer side wall of the hook 10; when in use, the cross bar 9 and the counterweights 12 are taken out of the bottom box 1, the pulling block 6 is pulled and the insertion block 4 is inserted into the installation block 3, and after the pulling block 6 is released, under the action of the spring 7, the plug rod 8 is inserted into the jack 5 to complete the installation. First, the counterweights 12 are hung on the hooks 10 of the left cross bar 9. At this time, under the action of gravity, the cross bar 9 rotates around the installation block 3 as the center, the left cross bar 9 drops, and the right cross bar 9 tilts up. The corresponding counterweights 12 are hung on the tilted cross bar 9 to keep it balanced. For example, when one counterweight 12 is hung at the number five in the identifiers 11 on both sides, that is, the two cross bars 9 are kept balanced. When two counterweights 12 are hung at the number five in the left identifier 11 and one counterweight 12 is hung at the number ten in the right identifier, that is, the two cross bars 9 are kept balanced, and it is obtained that five plus five equals ten. Through the lever principle, the addition of numbers keeps the equality of force and magnitude, and is transformed into the addition and subtraction operations of mathematics in a physical way, which broadens the innovative thinking of children and is conducive to cultivating the mathematical thinking ability of children. Through storage, it is not easy to lose the counterweights 12 and damage the cross bar 9.

[0021] In this embodiment, specifically: a pair of reinforcing ribs 13 are fixedly connected between the upper surface of the bottom box 1 and the outer side wall of the vertical rod 2; the reinforcing ribs 13 improve the support strength of the vertical rod 2.

[0022] In this embodiment, specifically: a drawer 14 is inserted into the inner side wall of the bottom box 1, and a handle 15 is fixedly connected to the front surface of the drawer 14; the drawer 14 can be easily pulled out through the handle 15, and the drawer 14 is convenient for storing the counterweights 12 and the cross bar 9.

[0023] In this embodiment, specifically: a rubber pad 16 is bonded to the lower surface of the bottom box 1; the rubber pad 16 can increase the contact area between the bottom box 1 and the ground and has an anti-slip effect.

[0024] In this embodiment, specifically: the numerical size of the identifier 11 increases sequentially from the end of the vertical rod 2; the range of the identifier 11 is from 1 to 10.

[0025] In this embodiment, specifically: the number and position of the hooks 10 are set corresponding to the position and number of the identifier 11.

[0026] The working principle of the utility model is as follows: When in use, pull the handle 15 to take out the cross bar 9 and the counterweight 12 from the bottom box 1. Pull the pulling block 6 and insert the inserting block 4 into the mounting block 3. Release the pulling block 6, and under the action of the spring 7, the inserting rod 8 is inserted into the inserting hole 5 to complete the installation. First, hang the counterweight 12 on the hook 10 of the left cross bar 9. At this time, under the action of gravity, the cross bar 9 rotates around the mounting block 3 as the center of the circle. The left cross bar 9 drops, and the right cross bar 9 tilts up. Hang the corresponding counterweight 12 on the tilted cross bar 9 to keep it balanced. For example, hang one counterweight 12 at the number five in the two-sided markings 11, that is, the two cross bars 9 are kept balanced. When two counterweights 12 are hung at the number five in the left marking 11 and one counterweight 12 is hung at the number ten in the right marking, that is, the two cross bars 9 are kept balanced, and it is obtained that five plus five equals ten. Through the lever principle, the addition of numbers keeps the equality of force and magnitude, and is transformed into the addition and subtraction operations of mathematics in a physical way, broadening the innovative thinking of children and being beneficial to cultivating children's mathematical thinking ability. When not in use, pull the pulling block 6 for disassembly. Through storage, it is not easy to lose the counterweight 12 and damage the cross bar 9.

[0027] Although the embodiments of the present utility model have been shown and described, for those of ordinary skill in the art, it can be understood that various changes, modifications, substitutions, and variations can be made to these embodiments without departing from the principle and spirit of the present utility model. The scope of the present utility model is defined by the appended claims and their equivalents.

Claims

1. A mathematical teaching aid for mathematical thinking training, comprising a base box (1), characterized in that: The upper surface of the bottom box (1) is fixedly connected with a vertical rod (2), the front surface of the vertical rod (2) is rotatably connected with a mounting block (3), the inner side wall of the mounting block (3) is inserted with a pair of insertion blocks (4), the inner side wall of the insertion block (4) is provided with an insertion hole (5), the front side of the mounting block (3) is provided with a pair of pull blocks (6), the rear surface of the pull block (6) and the front surface of the mounting block (3) are fixedly connected with a plug rod (8), the outer side wall of the plug rod (8) is inserted into the inner side wall of the insertion hole (5), the side of the insertion block (4) away from the plug rod (8) is fixedly connected with a cross bar (9), the front surface of the cross bar (9) is fixedly connected with evenly distributed hooks (10), the front surface of the cross bar (9) is provided with evenly distributed marks (11), and the outer side wall of the hook (10) is provided with a plurality of counterweight blocks (12).

2. A mathematical teaching aid for mathematical thinking training according to claim 1, characterized in that: A pair of reinforcing ribs (13) are fixedly connected between the upper surface of the bottom box (1) and the outer side wall of the vertical rod (2).

3. A mathematical teaching aid for mathematical thinking training according to claim 1, characterized in that: A drawer (14) is inserted into the inner wall of the bottom box (1), and a handle (15) is fixedly connected to the front surface of the drawer (14).

4. A mathematical teaching aid for mathematical thinking training according to claim 1, characterized in that: A rubber pad (16) is bonded to the lower surface of the bottom box (1).

5. The mathematical teaching aid for mathematical thinking training according to claim 1, characterized in that: The numbers on the mark (11) increase in size from the end of the upright pole (2) outwards.

6. The mathematical teaching aid for mathematical thinking training according to claim 1, characterized in that: The number and position of the hooks (10) are arranged corresponding to the position and number of the markers (11).

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