A teaching device

Abstract

The utility model belongs to the technical field of teaching device, disclose a device for teaching, including base and numerical value pole, be equipped with first adder device, second adder device, sum display screen and controller on the base, first adder device with second adder device structure is same, first adder device includes mounting panel, mounting panel is fixed on base, be equipped with adder display screen, display lamp and response subassembly on mounting panel, the number of display lamp with response subassembly is 10, and one -to -one corresponding setting, the number of numerical value pole is 20, response subassembly is used for fixing and detecting numerical value pole, controller with display screen, display lamp, response subassembly with sum display screen are connected. The utility model has the beneficial effect that: obtain immediate, strong sensory feedback, greatly promote learning interest and participation.

Description

Technical Field

[0001] This utility model relates to the field of teaching device technology, and in particular to a teaching device. Background Technology

[0002] Based on a review of relevant research papers and Piaget's theory, first-grade students are in a critical period of transition from the preoperational to the concrete operational stage. Their math learning relies heavily on hands-on activities and concrete experiences; their understanding of abstract symbols is limited, and their attention span is short. Therefore, math teaching needs to emphasize hands-on practice, incorporating real-life situations and gamified activities, and avoiding purely symbolic training divorced from concrete objects.

[0003] Therefore, it is necessary to provide a teaching device that provides immediate and strong sensory feedback, thereby greatly enhancing learning interest and participation. Utility Model Content

[0004] This utility model discloses a teaching device that can effectively solve the technical problems involved in the background art.

[0005] To achieve the above objectives, the technical solution of this utility model is as follows:

[0006] A teaching device includes a base and numerical levers. The base is equipped with a first adder, a second adder, a sum display screen, and a controller. The first adder and the second adder have the same structure. The first adder includes a mounting plate, which is fixed to the base. The mounting plate is equipped with an adder display screen, indicator lights, and sensing components. There are 10 indicator lights and 10 sensing components, which are arranged in a one-to-one correspondence. There are 20 numerical levers. The sensing components are used to fix and detect the numerical levers. The controller is connected to the display screen, the indicator lights, the sensing components, and the sum display screen.

[0007] As a preferred improvement of this utility model, the base is provided with a switch button.

[0008] As a preferred improvement of this utility model: the base includes a vertical plate, the first adder, the second adder, the sum display screen and the controller are installed on the upper side of the vertical plate, a front support plate is provided on the front side of the vertical plate, there are two front support plates, which are located on the left and right sides respectively, and a rear support plate is provided on the rear side of the vertical plate, there are two rear support plates, which are located on the left and right sides respectively, and a baffle is provided on the rear side of the vertical plate, with the two sides of the baffle connected to the two rear support plates respectively.

[0009] As a preferred improvement of this utility model: both the front support plate and the rear support plate are in the shape of a right triangle, the height of the front support plate is 0.1-0.3 times the height of the vertical plate, and the height of the rear support plate is 0.8-0.9 times the height of the vertical plate.

[0010] As a preferred improvement of this utility model, the indicator light can emit two colors of light.

[0011] As a preferred improvement of this utility model: the sensing component includes a first support plate, the first support plate is fixed to the mounting plate, the bottom of the first support plate is provided with an iron sheet, the end of the numerical rod is provided with a magnet, the first support plate is equipped with a magnetic detection sensor, and the magnetic detection sensor is connected to the iron sheet and the controller.

[0012] As a preferred improvement of this utility model, the magnetic detection sensor is HS-S40A.

[0013] As a preferred improvement of this utility model: the sensing component includes a second support plate, which is fixed to the mounting plate. The bottom side of the second support plate is provided with a T-shaped groove, and one side of the numerical rod is provided with a T-shaped head that cooperates with the T-shaped groove. A movable block is slidably connected to the second support plate. The bottom of the movable block is located at the T-shaped groove, and the top is located inside the second support plate. A lower stop is provided on the bottom side of the movable block, and an upper stop is provided on the top side. The movable block moves up and down. A spring is provided on the top of the lower stop, which is connected to the second support plate and is used to push the lower stop to move down. A detection component is provided inside the second support plate, and the detection component is set corresponding to the position of the movable block.

[0014] As a preferred improvement of this utility model: the detection component is a physical switch, the numerical lever pushes the moving block upward, and causes the moving block to contact the physical switch;

[0015] Alternatively, the detection component may be a photoelectric switch, and the numerical lever may push the moving block upwards, causing it to enter the detection area of ​​the photoelectric switch.

[0016] As a preferred improvement of this utility model, the controller is an Arduino Mega 2560.

[0017] The beneficial effects of this utility model are as follows:

[0018] This device utilizes an intelligent "ten-making" board, which effectively solves the problem of easy errors in traditional stick bundling through intuitive feedback such as "lighting up when placing a stick" and "displaying ten when ten is reached." This makes learning the "ten-making" method more vivid, strengthens variation exercises and process evaluation in teaching, and improves teaching effectiveness. Attached Figure Description

[0019] To more clearly illustrate the technical solutions in the embodiments of this utility model, the drawings used in the description of the embodiments will be briefly introduced below. Obviously, the drawings described below are only some embodiments of this utility model. For those skilled in the art, other drawings can be obtained based on these drawings without creative effort, wherein:

[0020] Figure 1 This is a schematic diagram of a teaching device according to the present invention;

[0021] Figure 2 This is a side view of the teaching device of this utility model;

[0022] Figure 3 This is a schematic diagram of the structure of the first adder device of this utility model;

[0023] Figure 4 This is a schematic diagram of an example of the sensing component of this utility model;

[0024] Figure 5 Example 2 of the sensing component of this utility model Figure 1 ;

[0025] Figure 6 Example 2 of the sensing component of this utility model Figure 2 ;

[0026] Figure 7 This is a schematic diagram illustrating the working principle of this utility model.

[0027] In the diagram: 1-Base, 101-Vertical plate, 102-Front support plate, 103-Rear support plate, 104-Baffle, 2-First adder, 201-Mounting plate, 202-Adder display screen, 203-Indicator light, 204-Sensing component, 2041-First support plate, 2042-Iron sheet, 2043-Magnetic detection sensor, 2044-Second support plate, 2045-Moving block, 2046-Lower stop block, 2047-Spring, 2048-Upper stop block, 2049-Detection component, 3-Second adder, 4-Sum display screen, 5-Value bar, 501-T-shaped head, 6-Controller, 7-Switch button. Detailed Implementation

[0028] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the embodiments of the present invention. Obviously, the described embodiments are only a part of the embodiments of the present invention, and not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the scope of protection of the present invention.

[0029] It should be noted that all directional indications (such as up, down, left, right, front, back, etc.) in the embodiments of the present invention are only used to explain the relative positional relationship and movement of each component in a certain specific posture (as shown in the figure). If the specific posture changes, the directional indication will also change accordingly.

[0030] Furthermore, in this invention, descriptions involving "first," "second," etc., are for descriptive purposes only and should not be construed as indicating or implying their relative importance or implicitly specifying the number of technical features indicated. Thus, a feature defined as "first" or "second" may explicitly or implicitly include at least one of that feature. In the description of this invention, "a plurality of" means at least two, such as two, three, etc., unless otherwise explicitly specified.

[0031] In this invention, unless otherwise explicitly specified and limited, the terms "connection," "fixed," etc., should be interpreted broadly. For example, "fixed" can mean a fixed connection, a detachable connection, or an integral part; it can mean a mechanical connection or an electrical connection; it can mean a direct connection or an indirect connection through an intermediate medium; it can mean the internal communication of two components or the interaction between two components, unless otherwise explicitly limited. Those skilled in the art can understand the specific meaning of the above terms in this invention according to the specific circumstances.

[0032] Furthermore, the technical solutions of the various embodiments of the present invention can be combined with each other, but only if they are feasible for those skilled in the art. If the combination of technical solutions is contradictory or cannot be implemented, it should be considered that such combination of technical solutions does not exist and is not within the scope of protection claimed by the present invention.

[0033] Please see Figures 1-3As shown, this utility model provides a teaching device for the fourth lesson, "Happy Farm - Addition with Carrying within 20," in the first unit, "Numbers and Addition within 20," of the first-grade lower-semester elementary school mathematics textbook. The device includes a base 1 and number rods 5. The base 1 is equipped with a first adder device 2, a second adder device 3, a composite number display screen 4, and a controller 6. A switch button 7 is also provided on the base 1. The first adder device 2 and the second adder device 3 have identical structures. The first adder device 2 includes a mounting plate 201, which is fixed to the base 1. The mounting plate 201 is equipped with an adder display screen 202, indicator lights 203, and sensing components 204. There are 10 indicator lights 203 and 10 sensing components 204, arranged in a one-to-one correspondence. There are 20 number rods 5. The sensing components 204 are used to fix and detect the number rods 5. The controller 6 is connected to the display screen 202, indicator lights 203, sensing components 204, and the composite number display screen 4. In this embodiment, the controller 6 is an Arduino Mega 2560.

[0034] Specifically, the Intelligent Ten-Making Board (teaching device) consists of sticks (numerical rods 5), sensors (sensing components 204), RGB lights (display lights 203), a 4-digit digital unit, and other parts. It is an interactive math teaching tool composed of two independent counting areas on the left and right sides and a total display screen. Students perform addition operations by placing sticks in the left and right areas. Each time a stick is placed, the corresponding position lights up, and the current quantity in that area is displayed in real time. Its core intelligence lies in the fact that when ten sticks are placed in either side, that area will light up with a special color light, clearly indicating that a 'carry-over' has occurred, and the result of adding the values ​​in the left and right areas will be accurately displayed on the total display screen on the far right. This teaching tool presents the principles of 'making ten' and 'decimal carry-over' in an intuitive, dynamic, and interactive way, making it an ideal tool for lower-grade students to understand addition operations and place value systems.

[0035] In one embodiment, the base 1 includes a vertical plate 101. The first adder 2, the second adder 3, the sum display screen 4, and the controller 6 are mounted on the upper side of the vertical plate 101. Two front support plates 102 are provided on the front side of the vertical plate 101, located on the left and right sides respectively. Two rear support plates 103 are provided on the rear side of the vertical plate 101, located on the left and right sides respectively. A baffle 104 is provided on the rear side of the vertical plate 101, with each side of the baffle 104 connected to one of the two rear support plates 103. Both the front support plate 102 and the rear support plate 103 are right-angled triangles. The height of the front support plate 102 is 0.1-0.3 times the height of the vertical plate 101, and the height of the rear support plate 103 is 0.8-0.9 times the height of the vertical plate 101. The front support plate 102 and the rear support plate 103 are used to stabilize the vertical plate 101, and the baffle 104 and the rear support plate 103 are used to shield and protect the wires, connecting wires, and other components used in the device. It should be further noted that any other components used to achieve the above effects should fall within the inventive concept of this utility model and should be protected within the scope of this utility model.

[0036] In one implementation, the indicator light 203 can emit two colors of light, blue light and red light, displaying red light when the quantity is 10, and blue light otherwise.

[0037] Please see Figure 4 As shown, the sensing component 204 includes a first support plate 2041, which is fixed to the mounting plate 201. An iron sheet 2042 is provided at the bottom of the first support plate 2041. A magnet is provided at the end of the numerical rod 5. A magnetic detection sensor 2043 is mounted on the first support plate 2041. The magnetic detection sensor 2043 is connected to the iron sheet 2042 and the controller 6. The magnetic detection sensor 2043 is an HS-S40A. The numerical rod 5 is fixed by the magnet and the iron sheet, and the change in magnetism determines whether the numerical rod 5 has been placed.

[0038] Please see Figures 5-6As shown, the sensing component 204 includes a second support plate 2044, which is fixed to the mounting plate 201. The bottom side of the second support plate 2044 is provided with a T-shaped groove, and one side of the numerical rod 5 is provided with a T-shaped head 501 that cooperates with the T-shaped groove. A moving block 2045 is slidably connected to the second support plate 2044. The bottom of the moving block 2045 is located at the T-shaped groove, and the top is located inside the second support plate 2044. The bottom side of the moving block 2045 is provided with a lower stop block 2046, and the top side is provided with an upper stop block 2048. The moving block 2045 moves up and down. The top of the lower stop block 2046 is provided with a spring 2047, which is connected to the second support plate 2044 and is used to push the lower stop block 2046 down. The bottom side of the lower stop block 2046 is provided with an inclined surface. A detection component 2049 is provided inside the second support plate 2044, and the detection component 2049 is set at the position corresponding to the moving block 2045. The detection component 2049 is a physical switch. The numerical lever 5 pushes the moving block 2045 upward, causing the moving block 2045 to contact the physical switch. Alternatively, the detection component 2049 is a photoelectric switch. The numerical lever 5 pushes the moving block 2045 upward, causing it to enter the detection area of ​​the photoelectric switch. Pushing the numerical lever 5 into the T-shaped groove stabilizes the numerical lever 5, and the placement of the numerical lever 5 pushes the movement of the moving block 2045. The change in the position of the moving block 2045 triggers a response from the detection component 2049, which in turn feeds back to the controller 6.

[0039] This device uses a smart "making ten" board as its core, employing a unique interactive design of "placing sticks - lighting up the light - displaying the number" to make the originally abstract concept of "making ten" and the principle of "carrying over 1 when reaching ten" visible, tangible, and perceptible, bringing invisible mathematical thinking to life. Compared to traditional stick manipulation, the smart "making ten" board has the following characteristics:

[0040] 1. Dynamic visualization: Each time a stick is placed, a light is lit (e.g., 9 sticks light up 9 lights), and the corresponding number is displayed on the digital display screen, intuitively and in real time showing the difference between the current quantity and "ten".

[0041] 2. Visualizing "Carry-over when reaching ten": When the number of sticks placed in either of the left or right counting areas reaches ten, the area with ten sticks will immediately light up 10 lights of different colors. At the same time, the digital screen in that area will display "10". The sum digital display on the far right will be activated and will display the sum of the current values ​​in the left and right areas, transforming the abstract concept of "carry-over when reaching ten" into a stunning light and shadow change and a clear digital display.

[0042] 3. Engaging activities: Students receive immediate and strong sensory feedback by personally performing the "place stick - turn on the light - display the number" operation chain, which greatly enhances their learning interest and participation.

[0043] 4. Eliminate confusion: Replaces the error-prone manual bundling of sticks, making the counting process clear and accurate.

[0044] Through exploring the calculation methods of addition with carrying in the numbers 9, 8, and 7, students will be able to correctly calculate addition with carrying in these numbers. Using the intuitive and dynamic operation of the "Making Ten" board, students will gain an initial understanding of the diversity of calculation methods and a deeper understanding of the "Making Ten" strategy and the rationale behind carrying. Through the engaging "Placing the sticks and lighting up the numbers" activity, students' curiosity and thirst for knowledge in mathematics will be stimulated, encouraging hands-on activities and collaboration, resulting in a positive learning experience.

[0045] In traditional teaching, students need to place 9 sticks first, then 5 more, manually moving 1 stick from the 5 to the 9 to make 10, or moving 5 sticks from the 9 to the 5 to make 10, which easily leads to counting errors. There is no tangible feedback for "making 10," and some students struggle to understand "why break up the 5." Based on these issues, the teaching aids were improved, resulting in a teaching device (the "Smart Making 10 Board"). Students place 9 sticks in the left area, illuminating 9 lights and displaying the number 9. They then place 5 sticks in the right area, illuminating 5 lights and displaying the number 5. Students visually observe that the left area is "missing 1 to make 10." Then, they take 1 stick from the 5 and place it in the left area; the 10 lights change color, and the screen displays "10" (visualizing the process of "9+1=10"). The right area has 4 sticks remaining, illuminating 4 lights and displaying the number 4. Finally, the digital display on the far right of the teaching aid shows the sum of the current values ​​in both areas, 14.

[0046] Besides splitting the decimal 5, you can also split the large number 9. Take 5 sticks from the left area and move them to the right area. When the right area reaches ten, the 10 lights change their lights, and the screen displays 10 (visualizing the process of "5+5=10"). The digital display screen on the far right of the teaching aid shows the sum of the current values ​​in the left and right areas, which is 14. The real-time feedback of the lights and numbers enhances the visualization of the "making ten" process and supports multiple strategies (splitting the decimal / large number), cultivating students' calculation flexibility.

[0047]

[0048] The intuitive feedback of "lighting up the sticks" and "showing ten when ten is reached" effectively solves the problem of easy mistakes in the traditional method of bundling sticks, making the learning of the "making ten" method more vivid, strengthening variation exercises and process evaluation, and improving teaching effectiveness.

[0049] Although the embodiments of this utility model have been disclosed above, they are not limited to the applications listed in the specification and embodiments. They can be applied to various fields suitable for this utility model. For those skilled in the art, other modifications can be easily made. Therefore, without departing from the general concept defined by the claims and their equivalents, this utility model is not limited to the specific details and the illustrations shown and described herein.

Claims

1. A teaching device, characterized in that: The device includes a base (1) and number rods (5). The base (1) is provided with a first adder (2), a second adder (3), a sum display screen (4), and a controller (6). The first adder (2) and the second adder (3) have the same structure. The first adder (2) includes a mounting plate (201), which is fixed on the base (1). The mounting plate (201) is provided with an adder display screen (202), an indicator light (203), and a sensing component (204). There are 10 indicator lights (203) and 10 sensing components (204) in total, and they are arranged in a one-to-one correspondence. There are 20 number rods (5). The sensing components (204) are used to fix and detect the number rods (5). The controller (6) is connected to the display screen (202), the indicator light (203), the sensing components (204), and the sum display screen (4).

2. The teaching device according to claim 1, characterized in that: The base (1) is equipped with a switch button (7).

3. The teaching device according to claim 1, characterized in that: The base (1) includes a vertical plate (101). The first adder (2), the second adder (3), the sum display screen (4), and the controller (6) are installed on the upper side of the vertical plate (101). The front side of the vertical plate (101) is provided with a front support plate (102). There are two front support plates (102), which are located on the left and right sides respectively. The rear side of the vertical plate (101) is provided with a rear support plate (103). There are two rear support plates (103), which are located on the left and right sides respectively. The rear side of the vertical plate (101) is provided with a baffle (104). The two sides of the baffle (104) are respectively connected to the two rear support plates (103).

4. The teaching device according to claim 3, characterized in that: Both the front support plate (102) and the rear support plate (103) are right-angled triangles. The height of the front support plate (102) is 0.1-0.3 times the height of the vertical plate (101), and the height of the rear support plate (103) is 0.8-0.9 times the height of the vertical plate (101).

5. A teaching device according to claim 1, characterized in that: The indicator light (203) can emit two colors of light.

6. The teaching device according to claim 1, characterized in that: The sensing component (204) includes a first support plate (2041), which is fixed on the mounting plate (201). The bottom of the first support plate (2041) is provided with an iron sheet (2042), and the end of the numerical rod (5) is provided with a magnet. The first support plate (2041) is equipped with a magnetic detection sensor (2043), which is connected to the iron sheet (2042) and the controller (6).

7. A teaching device according to claim 6, characterized in that: The magnetic detection sensor (2043) is HS-S40A.

8. A teaching device according to claim 1, characterized in that: The sensing component (204) includes a second support plate (2044), which is fixed to the mounting plate (201). A T-shaped groove is provided on the bottom side of the second support plate (2044), and a T-shaped head (501) that mates with the T-shaped groove is provided on one side of the numerical rod (5). A movable block (2045) is slidably connected to the second support plate (2044). The bottom of the movable block (2045) is located at the T-shaped groove, and its top is located inside the second support plate (2044). (2045) A lower stop block (2046) is provided on the bottom side and an upper stop block (2048) is provided on the top side. The moving block (2045) moves up and down. A spring (2047) is provided on the top of the lower stop block (2046). The spring (2047) is connected to the second support plate (2044) and is used to push the lower stop block (2046) down. A detection component (2049) is provided inside the second support plate (2044). The detection component (2049) is set at the position corresponding to the moving block (2045).

9. A teaching device according to claim 8, characterized in that: The detection component (2049) is a physical switch. The numerical lever (5) pushes the moving block (2045) upward, causing the moving block (2045) to contact the physical switch. Alternatively, the detection component (2049) is a photoelectric switch, and the numerical rod (5) pushes the moving block (2045) upward and causes it to enter the detection area of ​​the photoelectric switch.

10. A teaching device according to claim 1, characterized in that: The controller (6) is an Arduino Mega 2560.

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