Mathematical apparatus for mathematical thinking training

Abstract

This utility model relates to the field of mathematical tools, and discloses a mathematical tool for training mathematical thinking. It includes a training frame with a turntable frame rotatably mounted on both sides of the upper end. Multiple receiving shells are fixedly installed inside the turntable frame. A channel connects to the lower end of the training frame, and a discharge groove is formed in the middle of the lower end. This utility model's technical solution allows a first spring to move the fixed frame upwards, causing the fixed frame to engage a rack and pinion gear, thus limiting the turntable frame and preventing it from deflecting during counting. It also allows the upper end of the blocking frame to separate from the discharge groove, allowing the elastic balls in the corresponding receiving shells to be discharged into the receiving box. This facilitates students counting the elastic balls on both sides, making it easier for them to practice addition later. It also prevents parts from being lost during addition practice and is convenient for students to carry and use.

Description

Technical Field

[0001] This utility model relates to the field of mathematical tools, specifically a mathematical tool for training mathematical thinking. Background Technology

[0002] Existing teaching aids for developing mathematical thinking skills typically consist of a display board with magnetic pieces and multiple number blocks. By assembling these blocks, children can better grasp the rules of addition and subtraction, thus training their mathematical thinking. However, due to the large number of magnetic blocks, children are prone to losing them during training, and the boards are also difficult to carry and use. Therefore, improvements are urgently needed. Thus, we propose a mathematical tool for training mathematical thinking skills. Utility Model Content

[0003] The purpose of this utility model is to provide a mathematical tool for training mathematical thinking, which solves the problem mentioned in the background art that children are prone to losing magnetic blocks during training due to the large number of blocks, and that this affects the child's ability to carry and use the tool.

[0004] To achieve the above objectives, this utility model provides the following technical solution: a mathematical tool for training mathematical thinking, comprising a training frame, on both sides of the upper end of the training frame a turntable frame is rotatably mounted, and multiple receiving shells are fixedly mounted inside the turntable frame. The lower end of the training frame is connected to a channel, and a discharge groove is opened in the middle of the lower end of the training frame. A fixed frame is movably mounted in the middle of the training frame, and a rack and pinion is welded to the rear end of the fixed frame. A gear is fixedly mounted on the rear side of the turntable frame. A traction rope is fixedly connected to the lower end of the fixed frame. A blocking frame is connected to the side of the channel near the traction rope. The upper end of the blocking frame is in contact with the lower end of the discharge groove. A second spring is fixedly mounted on one end of the blocking frame, and the other end of the second spring is fixedly connected to the outer wall of the channel. Arabic numeral stickers are adhered to the front end of the receiving shell.

[0005] By adopting the above technical solution, the corresponding numbers can be rotated to the top of the discharge slot, and then the fixing frame can be released. Due to the spring's elasticity, the first spring drives the fixing frame to move upward, causing the fixing frame to drive the rack and pinion to engage with the gear, thereby limiting the turntable frame and preventing the turntable frame from deflecting during counting. It can also separate the upper end of the blocking frame from the discharge slot, allowing the elastic balls in the corresponding receiving shell to be discharged into the receiving box, making it convenient for students to count the elastic balls on both sides to obtain the quantity 9+7. After counting is completed, the training frame can be inverted to pour the elastic balls into the receiving shell, making it convenient for students to conduct the next math addition training. This avoids the loss of parts during addition training and is also convenient for students to carry and use.

[0006] Optionally, the rack is positioned below the gear, and the gear meshes with the rack.

[0007] By adopting the above technical solution, the position of the turntable frame can be limited through the cooperation of gears and racks.

[0008] Optionally, the lower end of the channel is connected to a receiving box, and the receiving box corresponds one-to-one with the turntable frame.

[0009] By adopting the above technical solution and setting up a receiving box, the elastic ball can be contained.

[0010] Optionally, ten receiving shells are provided, and each receiving shell is hollow. The lower end of each receiving shell is connected to the discharge trough, and the inner cavity of each receiving shell is provided with elastic small balls.

[0011] By adopting the above technical solution and setting up the discharge channel, the elastic balls inside the receiving shell can be discharged into the receiving box, making it convenient for students to count.

[0012] Optionally, a first spring is fixedly installed at the upper end of the rack, and the other end of the first spring is fixedly connected to the training frame.

[0013] By adopting the above technical solution and by setting the first spring, the fixed frame can be driven to reset.

[0014] Optionally, the other end of the traction rope passes around the guide wheel and is fixedly connected to the blocking frame.

[0015] By adopting the above technical solution and setting up a traction rope, the blocking frame can be moved by traction.

[0016] Compared with the prior art, the beneficial effects of the technical solution of this application are as follows:

[0017] This technical solution, through the design of a training frame, turntable frame, receiving shell, receiving box, gear, blocking frame, and second spring, allows the corresponding numbers to rotate to the top of the discharge slot. Then, the fixing frame is released, and due to the spring's elasticity, the first spring drives the fixing frame upwards, causing the fixing frame to engage the rack and pinion gear, thus limiting the turntable frame and preventing it from deflecting during counting. It also allows the upper end of the blocking frame to separate from the discharge slot, allowing the elastic balls in the corresponding receiving shell to be discharged into the receiving box. This facilitates students counting the elastic balls on both sides to arrive at the quantity 9+7. After counting, the training frame is inverted to pour the elastic balls back into the receiving shell, making it convenient for students to continue their math addition practice. This prevents parts from being lost during addition practice and is also convenient for students to carry and use. Attached Figure Description

[0018] Other features, objects, and advantages of this invention will become more apparent from the following detailed description of non-limiting embodiments with reference to the accompanying drawings:

[0019] Figure 1 This is a front-view three-dimensional structural diagram of a mathematical tool for training mathematical thinking according to the present invention.

[0020] Figure 2 This is a schematic diagram of the main structure of a mathematical tool for training mathematical thinking according to the present invention.

[0021] Figure 3 This is a rear-view three-dimensional structural diagram of a mathematical tool for training mathematical thinking according to the present invention.

[0022] Figure 4 This is a partially enlarged structural diagram of point A of a mathematical tool for training mathematical thinking, according to this utility model.

[0023] In the diagram: 1. Training frame; 11. Turntable frame; 12. Receiving shell; 13. Discharge trough; 2. Channel; 21. Receiving box; 22. Fixing frame; 23. Rack and pinion; 24. Gear; 3. First spring; 4. Traction rope; 5. Blocking frame; 6. Second spring. Detailed Implementation

[0024] Please see Figure 1-4This utility model provides a technical solution: a mathematical tool for training mathematical thinking, including a training frame 1. A turntable frame 11 is rotatably mounted on both sides of the upper end of the training frame 1. Multiple receiving shells 12 are fixedly installed inside the turntable frame 11. A channel 2 connects to the lower end of the training frame 1. A discharge groove 13 is opened in the middle of the lower end of the training frame 1. A fixed frame 22 is movably mounted in the middle of the training frame 1. A rack and pinion 23 is welded to the rear end of the fixed frame 22. A gear 24 is fixedly mounted on the rear side of the turntable frame 11. A traction rope 4 is fixedly connected to the lower end of the fixed frame 22. A blocking frame 5 is connected to the side of the channel 2 near the traction rope 4. The upper end of the blocking frame 5 is in contact with the lower end of the discharge groove 13. A second spring 6 is fixedly mounted on one end of the blocking frame 5. The other end of the second spring 6... The end is fixedly connected to the outer wall of the channel 2. The front end of the receiving shell 12 is glued with Arabic numeral stickers. There are ten receiving shells 12, and the receiving shells 12 are hollow. The lower end of the receiving shell 12 is connected to the discharge groove 13. The inner cavity of the receiving shell 12 is provided with elastic balls. Through the setting of the discharge groove 13, the elastic balls in the receiving shell 12 can be discharged into the receiving box 21, which is convenient for students to count. The upper end of the rack 23 is fixedly installed with a first spring 3. The other end of the first spring 3 is fixedly connected to the training frame 1. Through the setting of the first spring 3, the fixed frame 22 can be driven to reset. The other end of the traction rope 4 passes around the guide wheel and is fixedly connected to the blocking frame 5. Through the setting of the traction rope 4, the blocking frame 5 can be pulled and moved.

[0025] The rack 23 is located below the gear 24, and the gear 24 meshes with the rack 23. Through the cooperation of the gear 24 and the rack 23, the position of the turntable frame 11 can be limited.

[0026] The lower end of channel 2 is connected to a receiving box 21, and the receiving box 21 corresponds one-to-one with the turntable frame 11. The receiving box 21 can be used to accommodate the elastic ball.

[0027] Because the front surface of the housing 12 is covered with Arabic numeral stickers, when students practice addition, they first pull the fixing frame 22 downwards, causing the rack 23 on the fixing frame 22 to separate from the gear 24. At this time, the traction rope 4 loses its traction force, and the second spring 6 drives the blocking frame 5 to block the discharge slot 13. Then, the turntable frames 11 on both sides of the training frame 1 are rotated so that the corresponding numbers rotate to the top of the discharge slot 13 (for example, the number 9 on the left and the number 7 on the right). Then, the fixing frame 22 is released. Due to the spring's elasticity, the first spring 3 drives the fixing frame 22 upwards, causing the fixing frame 22 to drive the rack 23 to engage with the gear 24, thereby adding the numbers. The turntable frame 11 is positioned to prevent it from deflecting during counting. Simultaneously, the fixing frame 22 drives the traction rope 4, which in turn moves the blocking frame 5, causing its upper end to separate from the discharge slot 13. This allows the elastic balls in the corresponding receiving shell 12 to be discharged into the receiving box 21, making it easier for students to count the elastic balls on both sides to arrive at the quantity 9+7. After counting, the training frame 1 is inverted to pour the elastic balls into the receiving shell 12, facilitating the next math addition practice and preventing parts from being lost during addition practice. It is also convenient for students to carry and use.

Claims

1. A mathematical tool for training mathematical thinking, comprising a training rack (1), characterized in that: The training rack (1) has a turntable frame (11) rotatably mounted on both sides of its upper end. Multiple receiving shells (12) are fixedly installed inside the turntable frame (11). A channel (2) connects to the lower end of the training rack (1). A discharge slot (13) is opened in the middle of the lower end of the training rack (1). A fixed frame (22) is movably mounted in the middle of the training rack (1). A rack and pinion rod (23) is welded to the rear end of the fixed frame (22). The rear side of the turntable frame (11) is fixedly mounted with… There is a gear (24), the lower end of the fixing frame (22) is fixedly connected to the traction rope (4), the side of the channel (2) near the traction rope (4) is connected to the blocking frame (5), the upper end of the blocking frame (5) is in contact with the lower end of the discharge groove (13), one end of the blocking frame (5) is fixedly installed with a second spring (6), the other end of the second spring (6) is fixedly connected to the outer wall of the channel (2), and the front end of the receiving shell (12) is glued with Arabic numeral stickers.

2. The mathematical tool for training mathematical thinking according to claim 1, characterized in that: The rack (23) is positioned below the gear (24), and the gear (24) meshes with the rack (23).

3. A mathematical tool for training mathematical thinking according to claim 2, characterized in that: The lower end of the channel (2) is connected to a receiving box (21), and the receiving box (21) corresponds one-to-one with the turntable frame (11).

4. A mathematical tool for training mathematical thinking according to claim 3, characterized in that: The receiving shell (12) is configured to be ten in number, and the receiving shell (12) is configured to be hollow. The lower end of the receiving shell (12) is connected to the discharge groove (13), and the inner cavity of the receiving shell (12) is provided with elastic small balls.

5. A mathematical tool for training mathematical thinking according to claim 4, characterized in that: The upper end of the rack (23) is fixedly installed with a first spring (3), and the other end of the first spring (3) is fixedly connected to the training frame (1).

6. A mathematical tool for training mathematical thinking according to claim 5, characterized in that: The other end of the traction rope (4) passes around the guide wheel and is fixedly connected to the blocking frame (5).

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