A computer aid for the visually impaired

Abstract

The utility model discloses a kind of visual impairment student's computing auxiliary device, comprising: bottom plate, replaceable digital module and calculating symbol module are arranged on the bottom plate, the digital module and calculating symbol module are all provided with corresponding Braille, the bottom plate is provided with movable carry block;Wherein, the digital module and calculating symbol module are according to vertical calculation digit arrangement.Through being provided with replaceable number, and being provided with Braille on number, the process of addition and subtraction vertical calculation can be added, especially carry addition, subtraction reduction, full ten progress, borrow one when ten algorithm demonstration process, help visual impairment student more vividly and vividly understand and learn, for student after-school practice use, greatly stimulate the interest of student mathematics learning.The calculator is fully combined with the confusion and problems existing in the process of design when visual impairment student adds and subtracts vertical calculation, uses the sensitive touch of student to solve teaching difficult points, finally reaches the expected teaching goal.

Description

Technical Field

[0001] This utility model relates to the field of teaching aids technology, and in particular to a calculation aid for visually impaired students. Background Technology

[0002] Visually impaired students, especially those who are completely blind, face limitations in reading and writing due to their visual impairments. They rely on Braille for tactile recognition, and thus, learning calculations requires Braille recognition. However, the unique nature of Braille writing makes learning mathematics time-consuming, particularly when first learning vertical arithmetic. They often struggle with carrying in addition and borrowing in subtraction, frequently forgetting or incorrectly carrying or borrowing. Therefore, there is a need for a teaching aid that allows visually impaired students to directly experience and learn mathematical calculations. Summary of the Invention

[0003] In view of the above-mentioned defects or deficiencies, the purpose of this utility model is to provide a computing aid for visually impaired students.

[0004] To achieve the above objectives, the technical solution of this utility model is as follows:

[0005] A calculation aid for visually impaired students includes: a base plate, on which replaceable digit modules and calculation symbol modules are provided, each digit module and calculation symbol module having corresponding Braille markings, and a movable carry block is provided on the base plate; wherein the digit modules and calculation symbol modules are arranged according to vertical calculation digits.

[0006] The digital module includes a digital block, the calculation symbol module includes a calculation symbol block, a magnetic suction plate is fixedly disposed on the base plate, and a magnetic layer is disposed on the bottom of the digital block and the calculation symbol block to be attracted to the magnetic suction plate.

[0007] The digital module and the calculation symbol module include: a rotating shaft mounted on the base plate, on which a rotatable number ring or symbol ring is mounted. The number ring is arranged with the numbers 0-9 around its circumference, and the symbol ring is arranged with addition, subtraction, multiplication, and division symbols.

[0008] The base plate has a shifting groove, and the shifting block is engaged in the shifting groove.

[0009] The carry-in moving slot is vertically positioned between the units and tens places, and a horizontal carry-in branch slot is also provided.

[0010] The carry block is equipped with Braille.

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

[0012] This invention provides a calculation aid for visually impaired students. It enlarges the vertical addition and subtraction calculations within 100 using a teaching aid structure. With replaceable numbers and Braille text on the numbers, it demonstrates the process of vertical addition and subtraction calculations, especially carrying over and borrowing for addition and subtraction, illustrating the principles of carrying over and borrowing. This helps visually impaired students understand and learn more vividly and intuitively. The device greatly assists students' math learning during use. It also serves as a practice tool for students after class, significantly stimulating their interest in math. The design of this calculator fully addresses the confusion and problems encountered by visually impaired students in vertical addition and subtraction calculations. Through disability compensation and potential development, it utilizes students' sensitive tactile senses to solve teaching difficulties, ultimately achieving the expected teaching goals.

[0013] Furthermore, the device of this invention features large digit fonts and is equipped with Braille dots, making it usable by students with low vision and those who are completely blind. It is also simple to operate and easy to learn; even lower-grade students can understand the rules for moving the digits, eliminating any difficulties in its use. Attached Figure Description

[0014] Figure 1 This is a schematic diagram of the structure of the computing aid for visually impaired students of this utility model;

[0015] Figure 2 This is a schematic diagram of the digital block structure of this utility model. Figure 1 ;

[0016] Figure 3 This is a schematic diagram of the digital block structure of this utility model. Figure 2 ;

[0017] Figure 4 This is a schematic diagram of the computation symbol block structure of this utility model;

[0018] Figure 5 This is a structural diagram of the computing aid for visually impaired students according to this utility model;

[0019] Figure 6 This is a schematic diagram of the structure of the computing aid for visually impaired students. Figure 3 ;

[0020] Figure 7 This is an initial state diagram of the computing aid for visually impaired students according to this utility model;

[0021] Figure 8 This utility model describes the process of using a computing aid for visually impaired individuals. Figure 1 ;

[0022] Figure 9 This utility model describes the process of using a computing aid for visually impaired individuals. Figure 2 ;

[0023] Figure 10 This utility model describes the process of using a computing aid for visually impaired individuals. Figure 3 ;

[0024] Figure 11 This utility model describes the process of using a computing aid for visually impaired individuals. Figure 4 ;

[0025] Figure 12 This utility model describes the process of using a computing aid for visually impaired individuals. Figure 5 .

[0026] In the diagram, 1—base plate; 2—magnetic layer; 3—digit block; 4—calculation symbol block; 5—carry block; 6—magnetic suction plate; 7—moving groove; 31—digit block; 32—rotating shaft; 33—digit ring; 41—calculation symbol block; 42—symbol ring; 71—branch groove. Detailed Implementation

[0027] The present invention will now be described in detail with reference to the accompanying drawings. Obviously, the described embodiments are only a part of the embodiments of the present invention, and not all of them. All other embodiments obtained by those skilled in the art based on the embodiments of the present invention without creative effort are within the protection scope of the present invention.

[0028] like Figure 1-5 As shown, a calculation aid for visually impaired students includes a base plate 1, on which replaceable digit modules 3 and calculation symbol modules 4 are provided. Both digit modules 3 and calculation symbol modules 4 are provided with corresponding Braille characters. The base plate 1 is also provided with a movable carry block 5. The digit modules 3 and calculation symbol modules 4 are arranged according to the vertical calculation digits.

[0029] In the first embodiment, exemplarily, in this utility model, a magnetic suction plate 6 is fixedly installed on the base plate 1. The digital module 3 includes a digital block 31, and the calculation symbol module 4 includes a calculation symbol block 41. The magnetic suction plate 6 is fixedly installed on the base plate 1, and a magnetic layer that attracts the magnetic suction plate 6 is provided on the bottom of the digital block 31 and the calculation symbol block 41.

[0030] It should be noted that this embodiment is not limited to this method. Other operable methods are also within the protection scope of this utility model, such as using a reusable adhesive or pasting.

[0031] The second method, for example, is as follows: Figure 6As shown, the number module 3 and the calculation symbol module 4 include: a rotating shaft 32 mounted on the base plate 1, on which a rotatable number ring 33 or symbol ring 42 is mounted. The number ring 33 has the numbers 0-9 arranged around its circumference, and the symbol ring 42 has addition, subtraction, multiplication, and division symbols arranged on its circumference. When students use this system for learning, they only need to rotate the number ring 33 or symbol ring 42, and after recognizing the Braille markings, select the number and the required symbol. The advantage of this structure is its convenience and speed of use.

[0032] Furthermore, the base plate 1 is provided with a carry-in movement groove 7, and the carry-in block 5 is engaged in the carry-in movement groove 7. The carry-in movement groove 7 is vertically arranged between the units and tens places, and is provided with a horizontal carry-in branch groove 71. In addition, the carry-in block 5 is provided with Braille.

[0033] This invention primarily focuses on vertical calculations of addition and subtraction within 100, emphasizing the process of vertical addition and subtraction, especially the demonstration of the principles of carrying over and borrowing when adding or subtracting, to help visually impaired students understand and learn more vividly and intuitively. Therefore, the calculation symbol module 4 of this invention includes a plus sign and a minus sign.

[0034] When performing carry-over addition in long division, the initial position of number block 3 is as follows: Figure 7 .

[0035] Taking 36+27 as an example: Students arrange the magnetic number cards according to their place values ​​based on the problem, such as... Figure 8 As shown, starting from the units digit, 6 + 7 = 13, so the number block 3 is moved to... Figure 9 The position indicates that 6 and 7 add up to 13; number block 3 moves to... Figure 10 The position indicates carrying over when the sum is ten or more; then add the tens digits together, 3 + 2 = 5. Simultaneously, carry over when the units digit is ten or more, and add one to the tens digit, 5 + 1 = 6. This gives the result... Figure 11 The answer is 36 + 27 = 63.

[0036] When performing subtraction with borrowing in long division, the initial position of number block 3 is as follows: Figure 7 .

[0037] Taking 51-26 as an example: Students arrange the magnetic number cards according to their place values. Starting from the ones place, they calculate that 1-6 are not enough to subtract, so the number block 3 is moved, which means borrowing one from the tens place (5) to form 11 with the ones place (1). 11-6=5. Moving the number block 3 again means that after borrowing one to form ten, the tens place is reduced by one. Then, subtracting from the tens place, 5-2=3. At the same time, since the ones place is borrowed, one should be subtracted from the tens place, 3-1=2. Thus, the answer is... Figure 12 The answer is 51 - 26 = 25.

[0038] It will be apparent to those skilled in the art that the above specific examples are merely preferred embodiments of this utility model. Therefore, any improvements or modifications that those skilled in the art may make to certain parts of this utility model still embody the principles of this utility model and achieve its purpose, and all fall within the scope of protection of this utility model.

Claims

1. A computing aid for visually impaired students, characterized in that, include: The base plate (1) is provided with a replaceable digital module (3) and a calculation symbol module (4). Both the digital module (3) and the calculation symbol module (4) are provided with corresponding Braille. The base plate (1) is provided with a movable carry block (5). The digital module (3) and the calculation symbol module (4) are arranged according to the vertical calculation digits.

2. The computing aid for visually impaired students according to claim 1, characterized in that, The digital module (3) includes a digital block (31), the calculation symbol module (4) includes a calculation symbol block (41), a magnetic suction plate (6) is fixedly provided on the base plate (1), and a magnetic layer that is attracted to the magnetic suction plate (6) is provided on the bottom of the digital block (31) and the calculation symbol block (41).

3. The computing aid for visually impaired students according to claim 1, characterized in that, The digital module (3) and the calculation symbol module (4) include: a rotating shaft (32) installed on the base plate (1), on which a rotatable digital ring (33) or symbol ring (42) is installed, the digital ring (33) is provided with the numbers 0-9 around its circumference, and the symbol ring (42) is provided with addition, subtraction, multiplication and division symbols.

4. The computing aid for visually impaired individuals according to claim 2 or 3, characterized in that, The base plate (1) is provided with a shift groove (7), and the shift block (5) is engaged in the shift groove (7).

5. The computing aid for visually impaired students according to claim 4, characterized in that, The carry-in slot (7) is vertically positioned between the units and tens places, and is provided with a horizontal carry-in branch slot (71).

6. The computing aid for visually impaired individuals according to claim 5, characterized in that, The carry block (5) is equipped with Braille.

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