Arithmetic teaching aid

Abstract

To provide an arithmetic education support tool which is easy to use and is suitable for teaching arithmetic mainly to infants or children, especially for teaching arithmetic to infants or children with developmental disorder.SOLUTION: The arithmetic teaching aid has a plurality of disks 10 which are different in color on the front and rear and are not inscribed with numerals on either of the front and rear, and all of the disks 10 have diameters from the 25mm part to the 50mm part and are thinner in the peripheral edge parts 12 than the central parts 11. The disk 10 is black on the front and white on the back. The central portion 11 of the disk 10 has a vertically symmetrical curved shape in a front view. The device includes a sheet-like or plate-like mounting body 20 in which squares 21 on which the disk 10 is mounted are formed, and the squares 21 are provided in three columns with two columns and five rows as one unit U.SELECTED DRAWING: Figure 1

Description

[Technical Field]

[0001] The present invention relates to an arithmetic teaching aid, which is suitable primarily for teaching arithmetic to infants and children, and particularly for teaching arithmetic to infants and children with developmental disabilities. [Background technology]

[0002] Conventionally, techniques such as those described in Patent Documents 1 to 3 have been known.

[0003] <Patent Document 1> Japanese Utility Model Application Laid-Open Publication No. 7-26857 Patent Document 1 states: "How quickly and easily children can learn the combinations of numbers (complements) such as 5's complement, 10's complement, and 5 plus what? is of great significance as the first step in arithmetic education for infants and children. Therefore, we aim to develop arithmetic ability in early childhood by utilizing visual effects." "The 5's complement, 10's complement, and 5 plus what? combination numbers (complements) are printed on the front and back of cards by color." Color-coded cards are provided (see literature summary section).

[0004] However, because these color-coded cards already have numbers printed on both the front and back of the cards, they are not suitable for teaching the concept of numbers themselves, and it is assumed that they are designed on the assumption that the concept of numbers has already been mastered. Furthermore, the front and back do not have different colors (see the "Brief Description of the Drawings" section of the same document).

[0005] <Patent Document 2> JP 2023-47690 A Patent Document 2 states: The objective of this project is to "propose a display board arrangement structure that has a simplified structure and allows for easy replacement of display boards with numbers and symbols." "A display board arrangement structure that aims to improve mental arithmetic learning ability and cognitive function by performing mental arithmetic or games using numbers and symbols on a display board. The structure comprises a case body with a recess into which the display board can be dropped while remaining flush, and a lid body that is swingably held on the edge of the case body via a hinge and opens and closes the case body by swinging from the hinge. The display board is positioned between the case body and the lid body when the case body is closed, and a gap is provided in the case body that allows the display boards to be shuffled and dropped randomly into the recess by guiding the swinging motion of the case body. A spacer plate is detachably disposed in the gap to prevent the display boards dropped into the recess from falling out of the recess." A display board arrangement structure is described (ibid. abstract).

[0006] However, since the display boards in this display board arrangement structure have numbers written on both the front and back from the beginning, like the one in Patent Document 1, they are not suitable for teaching the concept of numbers themselves.

[0007] <Patent Document 3> JP 2019-128459 A Patent Document 3 states: The goal is to provide an arithmetic learning tool that helps children develop a sense of numbers, makes it easy to understand the composition and decomposition of numbers, and enables them to add and subtract numbers as a group. "It comprises a base number card 10 including ten number figures 20, each of which has ten squares 25 and ten circles 26 corresponding to the numbers 1 to 10, and an overlay number card 30, which is placed on the base number card 10 and includes ten number figures 40, each of which has ten squares 45 and ten circles 46 corresponding to the numbers 1 to 10, and the base material 35 of the overlay number card 30 is transparent." Mathematics learning tools are listed (Summary of the same document).

[0008] However, this arithmetic learning tool is not user-friendly because it must be operated in units of base number cards 10, etc., including 10 number cards 20, etc., each with a number of circles 26 corresponding to the numbers 1 to 10 within 10 squares 25. Also, because it is operated in units of number cards, there is little freedom in increasing or decreasing the number, and in this respect too, it cannot be said to be user-friendly. [Prior art documents] [Patent documents]

[0009] [Patent Document 1] Japanese Utility Model Application Publication No. 7-26857 [Patent Document 2] Japanese Patent Application Publication No. 2023-47690 [Patent Document 3] Japanese Patent Application Publication No. 2019-128459 Summary of the Invention [Problem to be solved by the invention]

[0010] The problem to be solved by the present invention is to provide an arithmetic education aid that is easy to use and is suitable primarily for teaching arithmetic to infants and children, and particularly suitable for teaching arithmetic to infants and children with developmental disabilities. [Means for solving the problem]

[0011] In order to solve the above problems, the arithmetic education support tool of the present invention comprises: An arithmetic education aid having a plurality of discs with different colors on the front and back and no numbers printed on either the front or back, Each of the disks has a diameter of 25 mm to 50 mm, and is characterized by being thinner at the periphery than at the center.

[0012] With the above-mentioned configuration, this arithmetic education support tool can provide the following effects. Depending on the purpose of arithmetic education, an appropriate number of disks may be arranged, and then, for example, an appropriate number of disks may be added or subtracted from the group of disks, thereby enabling arithmetic education. Each disc is independent and operations are not performed on a number card basis, so there is a high degree of freedom when increasing or decreasing numbers, making it easy to use. Furthermore, each of the disks has a diameter of 25 mm to 50 mm, and is thinner at the periphery than at the center, further improving ease of use. If the diameter of the discs is less than 25 mm, they are difficult to pick up and are less user-friendly. Conversely, if the diameter of the discs is more than 50 mm, they are also difficult to pick up (especially for young children) and require a large space to line up, which also makes them less user-friendly. Furthermore, if the discs are uniform in thickness, they will be difficult to grasp. This can lead to inadvertent sound when handling the discs. For some children with developmental disabilities, the sound can reduce their ability to concentrate on their studies. In contrast, according to the arithmetic teaching aid of this invention, the diameter of each of the disks is between 25 mm and 50 mm, and the peripheral portion is thinner than the central portion, making them easy to grasp and requiring less space for arranging them, improving usability. Furthermore, since the disc is easy to grasp, it is less likely to make unintentional noise, which reduces the risk of children with developmental disabilities losing their ability to concentrate on their studies.

[0013] In this mathematics education aid, Each of the discs may have a black front and a white back. With this configuration, even children with developmental disabilities can easily grasp the image of black circles and white circles, which is expected to improve the effectiveness of arithmetic education.

[0014] In this mathematics education aid, Each of the circular plates may be configured such that the central portion is curved in a vertically symmetrical manner when viewed from the front. With this configuration, the disc can easily swing around its center, which, combined with the thinner peripheral edge, makes it easier to grip and less likely to make noise, improving ease of use and further reducing the risk of reducing the concentration of children with developmental disabilities in their studies.

[0015] This mathematics education aid also includes: a sheet-like or plate-like mounting body having a grid on which the disks are placed, The grid may be configured to have three columns, each of which has two columns and five rows. With this configuration, a predetermined number of disks can be arranged in accordance with the grid on the sheet-like or plate-like mounting body, further improving usability. The grid has 2 columns and 5 rows as one unit, so when teaching the concept of the number 10, dividing the groups of 10 into halves of 5 makes it easier to visually see at a glance how many there are, rather than simply lining up groups of 10 in a row. In addition, since there are three columns, each consisting of two columns and five rows, it can also be used to calculate slightly larger numbers.

[0016] In this mathematics education aid, The distance between the outermost frame of the grid and the outer side of the mounting body may be 0 to 5 mm on three sides, and 0 to 30 mm on the remaining side. This configuration can reduce the risk of children with developmental disabilities losing their ability to concentrate on their studies. For some children with developmental disabilities, if the gap between the outermost frame of the grid and the outer edge of the object is too large, they may tend to focus their attention on that gap (the blank space). In contrast, according to the present invention, the distance between the outermost frame of the grid and the outer edge of the device is 0 to 5 mm on three sides, which reduces the possibility of drawing attention to the distance (blank area). By setting the distance on the remaining side to 0 to 30 mm, it is also possible to reduce the possibility of drawing attention to the distance (blank area). [Brief explanation of the drawings]

[0017] [Figure 1] 1A and 1B are diagrams showing an embodiment of an arithmetic education support tool according to the present invention, in which (a) is a plan view of an example of a disc, (b) is a bottom view of another example of a disc, (c) is a cross-sectional view taken along line cc in FIG. 1B, (d) is a cross-sectional view taken along line dd in FIG. 1B, (e) is a cross-sectional view of a comparative example, (f) and (g) are diagrams showing examples of use, and (h) is a diagram showing a comparative example. [Figure 2] FIG. [Figure 3] (a)(b)(c) are diagrams showing examples of use. [Figure 4] FIG. DETAILED DESCRIPTION OF THE INVENTION

[0018] DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS Hereinafter, an embodiment of an arithmetic teaching support tool according to the present invention will be described with reference to the drawings. In each drawing, the same or corresponding parts are designated by the same reference numerals.

[0019] As shown in FIG. 1, the mathematics education support device of this embodiment includes: This is an arithmetic education aid that has multiple (e.g., 30) disks 10 that have different colors on the front (see Figure (a)) and back (see Figure (b)) and have no numbers (including letters) written on either the front or back. Each of the disks 10 has a diameter D of 25 mm or more and 50 mm or less, and a peripheral portion 12 is thinner than a central portion 11.

[0020] With the above-mentioned configuration, this arithmetic education support tool can provide the following effects.

[0021] According to the purpose of arithmetic education, an appropriate number of disks 10 are arranged, and an appropriate number of disks 10 are added to or subtracted from the group of disks 10, for example, to carry out arithmetic education.

[0022] For example, when teaching the calculation 6-3=3, one method is to line up all six disks 10 face up as shown in Figure 1(f), then remove or move three disks as shown by the imaginary lines, and teach that the remaining number is the answer. Another method is to line up all six disks 10 face up, as shown in Figure 1(g), and then flip three of them over, for example as shown by the imaginary lines, and teach that the number of remaining disks with their face-up color (black in the illustration) is the answer.

[0023] In such cases, the teaching method shown in Figure 1(g) is easier to understand because the disc 10, which represents the subtracted number = 3, remains in reversed color. Therefore, the teaching method shown in FIG. 1(g) using a disk 10 with different colors on the front and back as in this embodiment allows for more efficient teaching of calculations.

[0024] It is desirable that the front and back of the disk 10 not only have numbers but also dots or other symbols that match the size of the numbers. Given the characteristics of developmental disorders, if dots or other symbols are displayed on the front (and / or back) of the disc, the child will have to organize multiple pieces of information (e.g., three pieces) at once, which will hinder learning.

[0025] Each disk 10 is independent and is not operated in units of number cards, so there is a high degree of freedom when increasing or decreasing numbers, making it easy to use.

[0026] Each of the disks 10 has a diameter D of 25 mm or more and 50 mm or less, and the peripheral portion 12 is thinner than the central portion 11, which further improves ease of use. If the diameter of the disk 10 is less than 25 mm, it is too small and difficult to pick up the disk 10, resulting in reduced usability. Conversely, if the diameter of the disk 10 exceeds 50 mm, it is too large for infants and children, making it difficult to pick up, and also requires a large space to line up, resulting in reduced usability.

[0027] Furthermore, if the thickness of the disc is uniform, as shown in Figure 1(e), it will be difficult to grasp. Therefore, when handling the disc, there is a risk of making a sound when placing it down. For children with developmental disabilities, the sound can cause a decrease in their concentration on learning.

[0028] In contrast, in the arithmetic education support tool of this embodiment, the diameter of each of the disks 10 is between 25 mm and 50 mm, and the peripheral portion 12 is thinner than the central portion 11, making them easy to grasp and requiring less space for arranging. This improves usability.

[0029] Moreover, because the disc 10 is easy to pick up, it is less likely to make inadvertent noises, which reduces the risk of children with developmental disabilities losing their ability to concentrate on their studies. Also, the thinner part of the periphery 12 touches the placement surface first, which allows the disc 10 to be placed smoothly, making it less likely to make inadvertent noises.

[0030] If the plate were not circular but, for example, rectangular as shown in Fig. 1(h), some children with developmental disabilities may find themselves following the edges of the rectangle with their eyes, as indicated by the dashed arrow in Fig. 1(h), which can reduce their ability to concentrate. In contrast, according to this embodiment, the plate is circular, which can reduce the risk of children losing their ability to concentrate on their studies.

[0031] Each of the disks 10 has a black front and a white back. In other words, one side is black and the other side is white. Therefore, the statement "the front is black and the back is white" in the claims can be replaced with "one side is black and the other side is white."

[0032] With this configuration, even children with developmental disabilities can more easily remember the images of black and white circles than other colors, which is expected to improve the effectiveness of arithmetic education.

[0033] As shown in FIG. 1(d), in a front view (cross section) of each of the disks 10, the central portion 11 is curved in a vertically symmetrical manner.

[0034] This configuration allows the disc 10 to swing easily around its center 11, which, combined with the thinner peripheral edge 12, makes it easier to grip and less likely to make noise. This not only improves usability, but also further reduces the risk of children with developmental disabilities losing their ability to concentrate on their studies.

[0035] As shown in Figures 2 and 3, this arithmetic education aid further includes: The apparatus is provided with a sheet-like or plate-like mounting body 20 on which grids 21 are formed and on which the disks 10 are to be placed. The grid 21 is provided in three columns, with one unit U consisting of two columns and five rows.

[0036] With this configuration, for example, as shown in FIG. 3, a predetermined number of discs 10 can be placed on a sheet-like or plate-like mounting body 20 in accordance with the grid 21, further improving usability.

[0037] The grid 21 has 2 columns and 5 rows as one unit U, so when teaching the concept of the number 10, dividing the 10 disks into halves of 5 each is easier to visually see how many there are at a glance than simply lining up 10 disks in a row. In addition, since there are three columns, each consisting of two columns and five rows, it can also be used to calculate slightly larger numbers.

[0038] For example, as shown in Figures 3(a) to (c), it is also suitable for teaching cherry calculations. More specifically, when teaching the calculation 13-9=4, for example, the following procedure can be used. <Step 1> As shown in FIG. 3(a), 13 disks 10 are arranged in a grid 21 starting from the left column with their fronts painted black. <Step 2> As shown in Figure 3(b), of the 10 disks arranged in the two left columns, 9 disks are flipped over to their backsides (white). <Step 3> In Figure 3(b), the one black disk remaining in the two left columns is moved to the third column as shown in Figure 3(c), and the answer is four (4).

[0039] As shown in FIG. 4, the mount 20 can also be used in a horizontal position.

[0040] As shown in FIG. 2, it is desirable that the distance S (1 to 4) between the outermost frame 21c of the grid 21 and the outer side 22 of the mounting body 20 is 0 to 5 mm on three sides (see S2 to S4), and 0 to 30 mm on the remaining side (see S1).

[0041] This configuration can reduce the risk of children with developmental disabilities losing their ability to concentrate on their studies.

[0042] For children with developmental disabilities, for example, in the learning process shown in Figures 3(a) to (c), if the distance between the outermost frame 21c of the grid 21 and the outer edge 22 of the support body 20 is too large, their attention may tend to be drawn to that distance (the blank space). In contrast, according to this embodiment, the distance S (1-4) between the outermost frame 21c of the grid 21 and the outer edge 22 of the support body 20 is 0-5 mm on three sides, thereby reducing the possibility of attention being drawn to that distance (blank portion S (2-4)). By setting the remaining side to 0-30 mm, the possibility of attention being drawn to that distance (blank portion S1) can also be reduced. By setting the blank portion (S1) on the remaining side to be more than 5 mm and not more than 30 mm, this blank portion (S1) can be used, for example, as an area for writing a name. If writing a name in this blank portion (S1) does not distract the child, etc., the child can write their name on the back side, which can help improve concentration.

[0043] In this embodiment shown in FIG. 2, S1=22 mm, S2=S3=4 mm, and S4=3 mm. Furthermore, as shown in Figure 2, when multiple units (three in the figure) are set, with one unit U consisting of, for example, two columns and five rows, it is desirable that the spacing S5 between the units U be 0 to 5 mm. This is because, for children with developmental disabilities, if the spacing S5 between the units U is too large, they may tend to focus on the spacing (white space). In this embodiment shown in FIG. 2, S5=3 mm.

[0044] The disk 10 can be made by any suitable known means. For example, as shown in Fig. 1(c), it can be made by covering the front and back of a paper disk 13, which is black on one side and white on the other, with laminate film 14 by welding. Alternatively, as shown in Fig. 1(d), it can be made by adhering a black disk 11b and a white disk 11w together. The disks 11b and 11w can be made of suitable synthetic resin.

[0045] It is desirable that the discs 10 be made of a material that does not generate noise when coming into contact with each other, such as soft synthetic resin (such as soft vinyl chloride), in order to prevent children with developmental disabilities from losing their concentration on learning.

[0046] The sheet- or plate-shaped support 20 can be constructed by any known suitable means. For example, it can be constructed by covering the front and back of a sheet of paper bearing the grid 21 with a laminate film by welding. The support 20 can also be constructed from a sheet or plate made of synthetic resin. It is desirable to construct the support 20 from a material that does not generate noise when it comes into contact with the disc 10, such as soft synthetic resin (e.g., soft vinyl chloride), in order to prevent a decrease in the concentration of children with developmental disabilities in their studies.

[0047] Although the embodiments of the present invention have been described above, the present invention is not limited to the above-described embodiments, and various modifications can be made within the scope of the gist of the present invention. [Explanation of symbols]

[0048] 10: Disk 11: Central part 12: Periphery 20: Support body 21: Grid 22: Outer edge

Claims

1. An arithmetic education aid having a plurality of discs (10) with different colors on the front and back and no numbers printed on either the front or back, The arithmetic education aid is characterized in that each of the disks (10) has a diameter of 25 mm or more and 50 mm or less, and the peripheral portion (12) is thinner than the central portion (11).

2. In claim 1, The arithmetic education aid is characterized in that the front of each of the discs (10) is black and the back is white.

3. In claim 1, The arithmetic education aid is characterized in that the central portion (11) of each of the disks (10) is curved in a vertically symmetrical manner when viewed from the front.

4. In any one of claims 1 to 3, further comprising: a sheet-like or plate-like mounting body (20) on which grids (21) are formed on which the discs (10) are placed, The grid (21) is arranged in three columns, with each column consisting of two columns and five rows.

5. In claim 4, The distance between the outermost frame (21c) of the grid (21) and the outer side (22) of the holder (20) is 0 to 5 mm on three sides and 0 to 30 mm on the remaining side.

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