Mathematical enlightenment number-sense abacus

Abstract

A mathematical enlightenment number-sense abacus, comprising: an outer frame (1), rods (2) arranged within the outer frame (1), and cubic abacus beads (3) each strung on a rod (2) and capable of sliding and flipping on the rod (2), wherein a position-limiting structure is provided between each cubic abacus bead (3) and the rod (2) and is used to position one face of the cubic abacus bead (3) upward. By arranging the position-limiting structure between the rod (2) and the cubic abacus bead (3), one face of the cubic abacus bead (3) is ensured to remain facing upward, thereby accomplishing positioning of one of the faces of the cubic abacus bead (3), facilitating users in performing recognition and calculation with respect to various marks on each face of the cubic abacus bead (3), and enabling flexible, simple operation. The invention addresses the following issues: existing abacuses are unsuitable for school-age students, and the calculation principles are non-intuitive; mental-abacus techniques are limited and not conducive to simple calculations; and teaching aids such as mathematical enlightenment pegboards or peg-hole boards suffer from pieces scattering, spilling, being lost, and becoming disordered during use, and are inadequate for performing addition and subtraction calculations involving large numbers.

Description

Mathematical enlightenment number sense abacus TECHNICAL FIELD

[0001] The present application relates to the technical field of teaching aids, in particular to a mathematical enlightenment number sense abacus. BACKGROUND

[0002] Many children's difficulties in mathematics learning can be explained by number sense, so it has gradually become an internationally accepted concept. In the domestic mathematics curriculum standards, number sense is one of the ten core concepts, and a definition is given. Simply put, number sense is the ability to understand numbers and quantities, quantity relationships, understand the relationship between abstraction and concretization, estimate the results of operations, and the ability to flexibly use numbers.

[0003] Currently, the teaching aids for cultivating children's number sense, learning counting, establishing basic number concepts, and learning calculation addition, subtraction, multiplication, and division are abacus, mental arithmetic, and mathematical enlightenment products such as mathematical plugboard or mathematical holeboard. However, the above teaching aids have certain defects.

[0004] Abacus calculation requires memorizing and reciting a large number of formulas and a large amount of practice combined with the formulas to be able to use them skillfully. However, in mathematics exams, the abacus tool is separated, and it is impossible to calculate, still needing to use pen calculation. In addition, the period of time for using the abacus corresponding to the mathematics teaching materials is quite short. In the preschool mathematics enlightenment stage of learning mathematics, it is even less suitable to use the abacus as a mathematics enlightenment teaching.

[0005] Mental arithmetic relies on formulas, and after a lot of practice, the user can operate the abacus skillfully. In addition to being able to quickly find the correct answer, they can also depict the abacus type, level, and bead floating changes in their minds, which well solves the situation of being unable to calculate after separating from the abacus calculation tool.

[0006] Disadvantage 1: The mental arithmetic operation skill, i.e., the calculation method, is single, cannot be calculated simply, and cannot realize algorithm diversification.

[0007] Disadvantage 2: Too much emphasis on improving calculation speed, mechanical calculation practice, and non-intuitive calculation process and principle.

[0008] Disadvantage 3: Need to recite formulas, rely on memory of correct formulas to calculate correctly, and if the formulas are recited incorrectly, the calculation will be completely wrong.

[0009] The teaching method of the bead reckoning is to recite a large number of formulas, and a large number of calculation exercises are started without understanding the principle of the calculation formula. After a large number of repeated exercises, the single formula operation skill of addition, subtraction, multiplication and division is memorized, the mechanical use of the formula is lacked, the perception of the specific quantity and the cultivation of the number ability are lacked, the analysis and understanding of the algorithm are lacked, and the learning and operation application of the algorithm diversification are lacked.

[0010] Mathematics enlightenment product-mathematics plugboard or mathematics hole hole board:

[0011] Disadvantage 1: When the young children operate the learning tool, the scattering, scattering, losing and disorder often occur.

[0012] Disadvantage 2: When calculating addition, subtraction, multiplication and division, the efficiency and effectiveness are low.

[0013] Because the placement of 1 chess piece is needed for the calculation of addition and subtraction of 10, 20, 100 and the like, the calculation of addition, subtraction, multiplication and division is long when a large number is encountered, therefore, the calculation efficiency and effectiveness are low.

[0014] Disadvantage 3: The calculation quantity is less, and the use cycle period time is short.

[0015] The learning tool is used for counting, perceiving quantity and establishing number concept for young children in the mathematics enlightenment stage. Because the calculation efficiency and effectiveness are low, the addition and subtraction calculation of 10 or 20 can be calculated, but it is not suitable for the addition and subtraction calculation of 100 or larger quantity. Therefore, the learning tool is only suitable for young children in the preschool stage, and is not suitable for the primary school stage.

[0016] In order to solve the above problems, the present application provides a mathematics enlightenment number feeling abacus to solve the problem of the previous mathematics enlightenment tool.

[0017] SUMMARY

[0018] The purpose of the present application is to provide a mathematics enlightenment number feeling abacus, to improve the practicability and the use cycle, and more importantly, to greatly shorten the learning time and practice time of 0-based mathematics learners in learning the addition and subtraction calculation of 10000 or less and the multiplication and division calculation of 100, cultivate the number ability, realize the teacherless teaching and intelligent self-learning.

[0019] In order to achieve the above purpose, the present application provides the following scheme:

[0020] A mathematics enlightenment number feeling abacus, comprising an outer frame, a rod body arranged in the outer frame, and a cube bead arranged on the rod body and capable of sliding and turning on the rod body, wherein a limiting structure for positioning one side of the bead upwards is arranged between the bead and the rod body.

[0021] Preferably, a through hole is formed in the abacus, the rod is arranged in the through hole, the inner diameter of the through hole is greater than the outer diameter of the rod, and the limiting structure comprises an abacus horizontal contact surface arranged on the inner wall of the through hole and a rod horizontal contact surface arranged on the rod and capable of being matched with the abacus horizontal contact surface.

[0022] Preferably, the through hole is arranged at the intersection of the diagonal lines of one of the faces, the cross section of the through hole and the rod is square, the side length of the cross section of the through hole is greater than the side length of the cross section of the rod, the inner wall of the through hole is the abacus horizontal contact surface and can be rotationally limited as required, the outer wall of the rod is the rod horizontal contact surface and can be limited with the abacus horizontal contact surface as required, the width of the abacus horizontal contact surface is 90-120 mm, and the width of the rod horizontal contact surface is 80-100 mm.

[0023] Preferably, the remaining four faces of the abacus are respectively provided with a number, a fruit pattern, an animal pattern and a solid color pattern, and the number is 10 or 100 or 1000.

[0024] Preferably, the outer frame is rectangular, the inner part of the outer frame is vertically crossed with a transverse partition plate and a longitudinal partition plate, the transverse partition plate and the longitudinal partition plate divide the outer frame into four areas, two rods are arranged in each area, and the two ends of the rod are respectively connected with the outer frame and the longitudinal partition plate.

[0025] Preferably, the two ends of the transverse partition plate are respectively connected with the corresponding short sides of the outer frame, and the two ends of the transverse partition plate are respectively connected with the midpoints of the short sides, the longitudinal partition plate comprises a lower short plate arranged below the transverse partition plate and an upper short plate arranged above the transverse partition plate, and the two ends of the upper short plate and the lower short plate are respectively connected with the midpoint of the transverse partition plate and the midpoint of the long side of the outer frame.

[0026] Preferably, the rod penetrates through the upper short plate and is located at a position three-equal-lengths away from the upper short plate, and the two rods penetrate through the lower short plate and are located at positions three-equal-lengths away from the lower short plate.

[0027] Preferably, the number of abacuses in each area is equal and not less than 5.

[0028] Preferably, it further comprises an auxiliary learning aid, the auxiliary learning aid comprises a telescopic rod and a cube abacus arranged on the telescopic rod and capable of sliding and turning on the telescopic rod, and a limiting structure for positioning one face of the abacus upward is arranged between the abacus and the telescopic rod.

[0029] Preferably, the telescopic rod comprises a hollow main rod and a sub-rod arranged inside the hollow main rod and slidable inside the main rod, and the beads are arranged on the outer walls of the main rod and the sub-rod.

[0030] Preferably, the beads are in the shape of a cube, and the non-penetrating remaining four faces of the cube are respectively provided with animal patterns, fruit patterns and solid color patterns, wherein two faces are provided with different animal patterns.

[0031] Preferably, the display screen is further connected with the mathematical enlightenment number sense abacus, and the display screen is foldably connected with the mathematical enlightenment number sense abacus through a hinge.

[0032] Preferably, the number sense game card further comprises a plurality of cards, and the cards are provided with identification objects for counting, which are square color blocks or circular color blocks or animal patterns.

[0033] Preferably, the small calculator with a display screen and buttons is further combined with the mathematical enlightenment number sense abacus through a plastic outer frame.

[0034] Preferably, the drawer is further used for placing the mathematical enlightenment number sense abacus, the auxiliary learning aid, the number sense game card and the display screen.

[0035] The present application has the following technical effects relative to the prior art:

[0036] 1. The present application sets a limiting structure between the rod body and the cube beads, ensures that one face of the cube beads remains in an upward state, completes the positioning of one face of the cube beads, facilitates the user to identify and calculate various marks on each face of the cube beads, and is flexible and simple to operate, thereby solving the problems that the existing abacus is not suitable for school students, the calculation principle is not intuitive, the mental arithmetic operation skill is single, the mathematical enlightenment mathematical plug-in board or mathematical hole hole board learning aid is scattered, lost, messy and difficult to operate, and the problems that the abacus is not suitable for calculating large numbers.

[0037] 2. The present application sets a through hole in the bead, the rod body is arranged in the through hole, the inner diameter of the through hole is greater than the outer diameter of the rod body, the limiting structure comprises a bead horizontal contact surface arranged on the inner wall of the through hole and a rod body horizontal contact surface arranged on the rod body and matched with the bead horizontal contact surface; when one face of the bead needs to be positioned, the bead is lifted and turned until the required face is upward, and then the bead is placed to contact and fit the bead horizontal contact surface corresponding to the face with the rod body horizontal contact surface, thereby completing the positioning of one face of the bead, which is simple and convenient to operate.

[0038] 3. The remaining four sides of the beads are respectively provided with numbers, fruit patterns, animal patterns and solid color patterns, the animal or fruit patterns are specific images, the corresponding cubes or square color blocks are semi-abstract, and the numbers are symbolic representations with strong abstraction and logic. The combination of the three can well help the thinking of preschool children and transition from specific image thinking to abstract logical thinking.

[0039] 4. The application further comprises an auxiliary learning aid, which comprises a telescopic rod and a cube bead arranged on the telescopic rod and capable of sliding and turning on the telescopic rod, and a limiting structure is arranged between the bead and the telescopic rod for positioning one side of the bead upward; the turning and positioning mode of the auxiliary learning aid is consistent with that of the mathematical enlightenment number sense abacus, but the telescopic rod has a telescopic function, and the auxiliary learning aid can occupy a smaller space by shortening the length of the telescopic rod, thereby facilitating the carrying of the user.

[0040] 5. The application further comprises a combination of the mathematical enlightenment number sense abacus and a small calculator, a small calculator display screen and button combination, and the display screen and the mathematical enlightenment number sense abacus are combined through a plastic frame; the display screen can display problems to be calculated, and the learner can calculate on the mathematical enlightenment number sense abacus according to the problems, thereby realizing the integrated setting of problem making and answering.

[0041] 6. The application further comprises a display screen connected to the mathematical enlightenment number sense abacus; the display screen and the mathematical enlightenment number sense abacus are foldably connected through a hinge; the display screen can display App content, which includes animation demonstration teaching, basic knowledge, consolidation exercises, evaluation, interactive number sense games and the like, so that the learner can manually operate, practice and learn counting, addition, subtraction, multiplication and division calculation and understanding of application problems on the mathematical enlightenment number sense abacus according to the App demonstration content, thereby realizing teacherless teaching and intelligent self-learning. In addition, the foldable setting mode facilitates the folding and carrying of the user after use.

[0042] 7. The application further comprises a drawer for placing the mathematical enlightenment number sense abacus, the auxiliary learning aid and the display screen.

[0043] 8. When the learner uses the application to learn calculation of addition, subtraction, multiplication and division, the learner can directly perceive the quantity by hand, manually operate the experimental calculation process, and intuitively observe the change process and result of the calculation principle. Therefore, the learner can better learn and understand the algorithm and the process of simple calculation, and further realize diversified operation of the algorithm, thereby achieving better learning efficiency and learning effect.

[0044] 9. The cube bead arrangement sequence of the application is in groups of five, and the upper and lower groups are 10 cubes, which form the shape of the "ten-grid number array diagram", and the planar "ten-grid number array diagram" is converted into a three-dimensional operable "ten-grid number array diagram", so that the combination of number and shape can be better realized during calculation, and the brain imaging can be more easily formed compared with the abacus beads. At the same time, without reciting the formula, without the help of pen calculation, after getting rid of the abacus, high-efficiency calculation can still be carried out through brain imaging, and the calculation result can be obtained. Thus, the learning efficiency, practice efficiency and answering efficiency are further improved.

[0045] 10. The application can be used for global school-age children to learn mathematics, and has great commercial value.

[0046] 11. The application absorbs the advantages of abacus string bead calculation without losing and scattering; absorbs the advantages of bead mental calculation, brain imaging calculation; also absorbs the advantages of the mathematical enlightenment product mathematical plugboard, the mathematical holeboard with animal patterns, fruit patterns and numbers; also absorbs the advantages of the "ten-grid number array diagram" type learning aid with one row of 5 grids and two rows of 10 grids, and the number shape conversion idea. At the same time, the disadvantages of the four types of products are avoided, and the practicability is higher than that of the four types of products. Compared with the four types of products, the application is more suitable for combination with the supporting App, and can achieve intelligent self-learning effect. BRIEF DESCRIPTION OF DRAWINGS

[0047] In order to more clearly illustrate the technical solutions in the application or the prior art, the following will briefly introduce the drawings needed to be used in the embodiments. Obviously, the drawings in the following description are only some embodiments of the application, and other drawings can be obtained by those skilled in the art without creative labor.

[0048] Fig. 1 is a structural schematic view of the application;

[0049] Figs. 2 to 25 are structural schematic views of the supporting embodiments of the application;

[0050] Fig. 26 is an integrated schematic view of a display screen and a mathematical number sense enlightenment abacus;

[0051] Figs. 27 to 32 are structural schematic views of auxiliary learning aids;

[0052] Figs. 33 to 35 are structural schematic views of number sense game cards;

[0053] Fig. 36 is a structural schematic view of a small calculator and a mathematical enlightenment number sense abacus;

[0054] Among them, 1 is an outer frame; 2 is a rod body; 3 is a bead; 4 is a longitudinal partition plate; 5 is a transverse partition plate; 6 is a display screen; and 7 is a telescopic rod. DETAILED DESCRIPTION

[0055] The technical solutions in the embodiments of the present application will be clearly and completely described below with reference to the drawings in the embodiments of the present application. Obviously, the described embodiments are only part of the embodiments of the present application, rather than all the embodiments of the present application. Based on the embodiments in the present application, all other embodiments obtained by a person of ordinary skill in the art without creative effort belong to the scope of protection of the present application.

[0056] The purpose of the present application is to provide a mathematical enlightenment number sense abacus, to improve practicality and extend the use cycle. More importantly, it can greatly shorten the learning time and practice time of 0-based mathematics learners in learning addition and subtraction calculation within 10000 and multiplication and division calculation within 100, cultivate number sense ability, realize teacherless teaching, and achieve the purpose of intelligent self-learning.

[0057] In order to make the above-mentioned purposes, characteristics and advantages of the present application more obvious and easy to understand, the present application will be further described in detail below with reference to the drawings and specific embodiments.

[0058] Referring to FIG. 1, a mathematical enlightenment number sense abacus includes an outer frame, a rod body arranged in the outer frame, and a cube bead arranged on the rod body and capable of sliding and turning on the rod body. A limiting structure is arranged between the bead and the rod body for positioning one side of the bead upward. A through hole is formed in the bead, and the rod body is arranged in the through hole. The inner diameter of the through hole is greater than the outer diameter of the rod body. The limiting structure includes a bead horizontal contact surface arranged on the inner wall of the through hole and a rod body horizontal contact surface arranged on the rod body and capable of matching and lapping with the bead horizontal contact surface. When one side of the bead needs to be positioned, the bead is lifted and turned until the required side faces upward, and then the bead is placed down to make the corresponding bead horizontal contact surface contact and fit with the rod body horizontal contact surface, completing the positioning of one side of the bead. The operation is simple and convenient. It is convenient for the user to identify and calculate various marks on each side of the cube bead. The operation is flexible and simple, which solves the problems of the existing abacus, such as not being suitable for school students, not being intuitive in calculation principle, single in mental arithmetic operation skill, difficult in operation process, and not suitable for large number addition and subtraction calculation.

[0059] Referring to FIG. 1, the bead is in the shape of a cube, and the through hole is arranged at the intersection of the diagonal lines of one side.

[0060] Referring to FIG. 1, the remaining four sides of the bead are respectively provided with numbers, fruit patterns, animal patterns, and solid color patterns. The numbers are 10 or 100 or 1000.

[0061] Referring to Fig. 1, the outer frame is rectangular, and the inner part of the outer frame is vertically crossed with a transverse partition plate and a longitudinal partition plate, which divide the outer frame into four areas, and two rods are arranged in each area, and the two ends of the rods are connected with the outer frame and the longitudinal partition plate respectively.

[0062] Referring to Fig. 1, the two ends of the transverse partition plate are connected with the corresponding short sides of the outer frame, and the two ends of the transverse partition plate are connected with the midpoints of the short sides, and the longitudinal partition plate includes a lower short plate arranged below the transverse partition plate and an upper short plate arranged above the transverse partition plate, and the two ends of the upper short plate and the lower short plate are connected with the midpoints of the transverse partition plate and the midpoints of the long sides of the outer frame respectively.

[0063] Referring to Fig. 1, the rod penetrates the upper short plate and is located at a position three-equal-length apart from the upper short plate, and the two rods penetrate the lower short plate and are located at a position three-equal-length apart from the lower short plate.

[0064] Referring to Fig. 1, the number of beads in each area is equal and not less than 5.

[0065] Further, the beads on adjacent rods maintain a corresponding distance and ensure that they do not affect each other during the bead flipping process.

[0066] The use method of the application is as follows:

[0067] Preschool children with no mathematical 0 foundation can flip the cubic beads to the apple pattern (or animal pattern) facing up, from the left area (or the right area) to the middle (or the other side), and dial one apple pattern number one number at a time, and learn and practice counting in this way. They can also dial several animal patterns, solid color patterns or digital patterns of cubic beads at a time to learn decomposition, addition and subtraction calculation, application problems, etc., so as to establish basic mathematical concepts and achieve the effect of mathematical enlightenment.

[0068] Children in the primary school stage can refer to the following implementation method when learning addition and subtraction calculation within 10000, simple calculation, multiplication and division calculation within 100.

[0069] Take the mathematical enlightenment bead sense abacus in Fig. 1 as an example for description:

[0070] Embodiment 1, referring to Fig. 2,

[0071] When calculating 8+7

[0072] Method one:

[0073] (1) First, the cube beads in the two areas above the horizontal partition plate are turned to fruit facing up, 8 beads (5 upper rods, 3 lower rods) are dialled from the left area to the rightmost side of the area, and 7 beads (5 upper rods, 2 lower rods) are dialled from the right area.

[0074] (2) First, the cube beads in the two areas below the horizontal partition plate are turned to solid color facing up, 8 beads (5 upper rods, 3 lower rods) are dialled from the left to the rightmost side of the area, and 7 beads (5 upper rods, 2 lower rods) are dialled from the right area.

[0075] The method of calculating the result is as follows:

[0076] ① Observation method (splitting calculation method): The number of fruit beads in the first row is 5+5=10, and the number of fruit beads in the second row is 3+2=5, so the total number is 15.

[0077] ② Ten method: The left 8 needs 2 to make 10, and 2 are removed from the right 7 to add 2 to the left, so 10 is made, and the remaining 5 on the right is 15 in total.

[0078] ③ Ten method: The right 7 needs 3 to make 10, and 3 are removed from the left 8 to add 3 to the right, so 10 is made, and the remaining 5 on the left is 15 in total.

[0079] ④ Whole method: Referring to Figure 3, 8+7, 8 is considered as an integer 10, 10+7=17, and 2 is calculated more, and then 17-2=15.

[0080] ⑤ Whole method: 8+7 of 7 is considered as an integer 10, 8+10=18, and 3 is calculated more, and then 18-3=15.

[0081] ⑥ Whole method: 8+7 of 7 and 8 are considered as an integer 10, 10+10=20, and 2 and 3 are calculated more, and then 20-2-3=15.

[0082] ⑦ Observation method (splitting method): 8+7 is split into 5+3+5+2=5+(3+2)+5=15.

[0083] Method two:

[0084] (1) First, the beads in the two areas above the horizontal partition plate are turned to fruit facing up, 8 beads are dialled from the upper rods in the left and right areas, and 7 beads are dialled from the lower rods.

[0085] (2) First, the beads in the two areas below the transverse partition are turned over to the solid color side up, 8 beads are removed from the upper rods in the left and right areas, and 7 beads are removed from the lower rods.

[0086] Referring to Figure 4,

[0087] (8) Observation method (splitting method): 8+7 observation splitting is 10+3+2=15.

[0088] (9) rounding method: 8+7, and as an integer 20, more than 5, and from the result 20-5=15.

[0089] (11) rounding the same number: 8+7, as 8+8, observe 8+8=16, and then -1=15.

[0090] (11) rounding the same number: 8+7, as 8+8, observe 8+8=16, and then -1=15.

[0091] (12) After proficiency, you can think that 7+8=15, so 8+7=15.

[0092] Method three:

[0093] There are twelve main quantity relationships in the existing preschool mathematics education content: 1 and many relationships, corresponding relationships, size and quantity relationships, equal quantity relationships, conservation relationships, reversible relationships, equal difference relationships, complementary relationships, exchange relationships, transmission relationships, inclusion relationships, and function relationships.

[0094] Observing and operating Figure 5 can more intuitively understand that 8+7=15, 7+8=15, 15-8=7, 15-7=8, and the meaning of addition and subtraction and various quantity relationships between parts.

[0095] Equal quantity relationship: 8+7=7+8=15=10+5=5+5+5=5+5+2=…;

[0096] Complementary relationship: 15 contains two parts of 8 and 7, 8 needs to be supplemented by 7 to form 15, and 7 also needs to be supplemented by 8 to form 15.

[0097] Exchange relationship: 8+7=15, 7+8=15, 8+7=7+8

[0098] Mutual inverse relationship: because 8+7=15, so 15-8=7; because 15-8=7, so 8+7=15.

[0099] Example 2: The calculation method of the mathematical enlightenment number sense abacus is in line with the mathematical thought of "combination of number and shape", which can cleverly convert quantities into square area combinations of figures, realizing the mutual transformation of numbers and shapes.

[0100] Referring to Fig. 6:

[0101] The result 40 can be observed directly. The number expression 10*4 can also represent the area of a rectangle with a length of 10 and a width of 5, which is 40. The area of the rectangle of 40 can also represent 10*4. Here, the "number" is transformed into "shape", and the "shape" is transformed into "number".

[0102] Referring to Fig. 7: the area of a rectangle with a length of 5 and a width of 4 is 20, i.e. 5*4=20.

[0103] It can be transformed by area subtraction or number addition: the area of a rectangle with a length of 10 and a width of 4 is 20, i.e. 5*4 can be transformed into 10*2=20.

[0104] Then the "rectangle before and after the subtraction" is obtained: the area of a rectangle with a length of 5 and a width of 4 is equal to the area of a rectangle with a length of 10 and a width of 2, and they can be transformed into each other.

[0105] After comparison, it is also obtained that the length is enlarged by 2 times and the width is reduced by 2 times, and the area of the rectangle remains unchanged.

[0106] The transformed number 5*4 is also obtained, which is equal to the product of 10*2 and can be transformed into each other.

[0107] After comparison, it is also obtained that the first factor is enlarged by 2 times, the second factor is reduced by 2 times, and the product remains unchanged.

[0108] Therefore, the direct perception of the mutual transformation of numbers and shapes under certain conditions is realized, and the enlightenment of the mathematical thinking of "combination of numbers and shapes" for primary school students is realized.

[0109] Example 3: In the operation, the operation of full ten and one can be understood, which can not only learn to calculate addition and subtraction within 100, but also learn to calculate multiplication and division within 40.

[0110] Referring to Fig. 8: the operation process of full ten and one, from 9 to 10 or 9+1=10, when the number is full 10, 10 ones form 1 ten (ten), so 10 ones, full 10, can be changed into 1 ten, 10 ones are returned, the calculation beads are turned over to display 10, and one ten is output. The same is true for full ten and one hundred, and so on.

[0111] Referring to Fig. 9: for the calculation of 55+44, the result 99 can be observed directly.

[0112] Referring to Fig. 10: for the calculation of 99+99, the left ten whole ten numbers can be added directly to obtain 90+90=180, and the right individual digits can be added to obtain 9+9=18, so the calculation result is 180+18=198. No need to recite the couplet, no need to calculate vertically with a pen.

[0113] Computing 1000 within the carry addition, for example: 777 + 177.

[0114] Method 1: Referring to Figure 11, add 777 + 100 + 70 + 7 from the hundred place.

[0115] Method 2: Referring to Figure 12, add 777 + 7 + 70 + 100 from the unit place.

[0116] Computing 1000 within the carry addition, for example: 777 + 177.

[0117] Method 1: Referring to Figure 13, subtract 954 - 100 - 70 - 7 from the hundred place.

[0118] Method 2: Referring to Figure 14, subtract 954 - 7 - 70 - 100 from the unit place.

[0119] Example 4:

[0120] Illustrated by 5x8, 8x5, 40÷8 and 40÷5

[0121] Observe Figures 15 to 17, from the horizontal row, there are 10 in each row, and there are 4 rows, 5x8 = 40, 40 = 10x4, therefore, 5x8 = 10x4.

[0122] From the number series, there are 4 in each column, and there are 10 columns, 4x10 = 40 = 10x4 = 5x8 = 8x5.

[0123] Example: 4x6, 6x4 or 24÷4, 24÷6, the same.

[0124] Example 5: Computing two-digit non-carry addition: 52 + 52

[0125] Referring to Figure 18:

[0126] The beads in the two areas above the horizontal partition are pushed out to represent the data of 52, wherein the face with the number 10 marked on the beads on the left upper rod body is turned to the uppermost position, then the 5 beads on the rod body are pushed to the leftmost position of the rod body, and the remaining beads are pushed to the rightmost position, all the beads on the left lower rod body are pushed to the rightmost position of the rod body; the pure color face of the beads on the rod body in the right area is turned to the uppermost position, then the 2 beads on the rod body are pushed to the leftmost position of the rod body, and the remaining beads are pushed to the rightmost position, all the beads on the right lower rod body are pushed to the rightmost position of the rod body, at this time, the leftmost beads in the two areas above the horizontal partition represent 52.

[0127] The beads in the two areas below the transverse partition plate are pushed out 52, wherein the face of the bead on the left upper rod body marked with the number 10 is turned to the directly above, then 5 beads on the rod body are pushed to the leftmost side of the rod body, the remaining beads are pushed to the rightmost side, and all the beads on the left lower rod body are pushed to the rightmost side of the rod body; the pure color face of the bead on the rod body in the right area is turned to the directly above, then 2 beads on the rod body are pushed to the leftmost side of the rod body, the remaining beads are pushed to the rightmost side, and all the beads on the right lower rod body are pushed to the rightmost side of the rod body, at this time, the leftmost beads in the two areas below the transverse partition plate are 52;

[0128] After the beads are pushed, the number of beads marked with the number 10 is counted, and the number of beads with a pure color pattern is counted, that is, the result 105 is directly observed, without using the formula and without using pen calculation.

[0129] Calculate two-digit carry addition: 77+77

[0130] Refer to FIG. 19 for bead pushing.

[0131] Calculate two-digit non-retirement subtraction: 87-52

[0132] Refer to FIG. 20 for bead pushing.

[0133] Calculate two-digit retirement subtraction: 87-58

[0134] Refer to FIGS. 21-22 for bead pushing.

[0135] Calculate three-digit carry addition: 777+777

[0136] Refer to FIG. 23 for bead pushing.

[0137] Calculate three-digit retirement subtraction: 777-199

[0138] Refer to FIGS. 24-25 for bead pushing.

[0139] The above calculation process can directly observe the result, without using the formula and without using pen calculation.

[0140] Referring to FIG. 27, the auxiliary learning aid further includes a telescopic rod and a cube bead arranged on the telescopic rod and slidable on the telescopic rod, wherein a limiting structure is arranged between the bead and the telescopic rod for positioning one face of the bead upward.

[0141] Referring to FIG. 27, the telescopic rod includes a hollow main rod and a secondary rod arranged inside the hollow main rod and slidable inside the main rod, and the bead is arranged on the outer wall of the main rod and the secondary rod.

[0142] Referring to FIGS. 27-32, the shape of the abacus is a cube, and the non-penetrating remaining four faces of the cube are respectively provided with various numbers, animal patterns, fruit patterns and solid color patterns, wherein the symbol patterns including +, -, x, ÷, >, <, = and the cube number array pattern are also included in the number pattern combination. Among them, the number of cube abacus can be 5 in a group, 10 in a group, 20 in a group, 40 in a group, 100 in a group, or 3 in a group, 6 in a group, 7 in a group, etc.

[0143] Referring to FIG. 32, it is an example diagram for calculating 10x10=100.

[0144] Referring to FIGS. 33-35, further auxiliary learning aids are in the form of cards with a cube ten-grid number array pattern, which are used for card games, flash card games, etc.

[0145] Referring to FIG. 26, it further includes a display screen connected to the mathematical enlightenment number sense abacus, and the display screen is foldably connected to the mathematical enlightenment number sense abacus through a hinge. The display screen content is an animation demonstration teaching App.

[0146] Further, it further includes a drawer for placing the mathematical enlightenment number sense abacus, the auxiliary learning aids and the display screen.

[0147] Referring to FIG. 36, further, it further includes a display screen connected to the mathematical enlightenment number sense abacus, and the display screen is similar to a calculator display screen and a number button assembled with the mathematical enlightenment number sense abacus, forming a screen that is not foldable.

[0148] According to actual needs, adaptive changes are within the scope of the present application.

[0149] It should be noted that for those skilled in the art, it is obvious that the present application is not limited to the details of the above exemplary embodiments, and the present application can be realized in other specific forms without departing from the spirit or essential characteristics of the present application. Therefore, from any point of view, the embodiments should be regarded as exemplary and non-limiting, and the scope of the present application is defined by the appended claims, not the above description, and therefore all changes falling within the meaning and scope of the equivalent elements of the claims are intended to be included in the application. Any reference signs in the claims should not be considered as limiting the claims involved.

Claims

1. A mathematical abacus for mathematical enlightenment, characterized in that, The application relates to a square calculation bead, which comprises an outer frame, a rod arranged in the outer frame, and a square calculation bead arranged on the rod and capable of being slid and turned on the rod, wherein a limiting structure is arranged between the calculation bead and the rod for positioning one side of the calculation bead upwards.

2. The mathematical enlightenment number sense abacus according to claim 1, wherein, The calculation bead is internally provided with a through hole, the rod is arranged in the through hole, the inner diameter of the through hole is larger than the outer diameter of the rod, the limiting structure comprises a calculation bead horizontal contact surface arranged on the inner wall of the through hole and a rod horizontal contact surface arranged on the rod and capable of being matched and connected with the calculation bead horizontal contact surface.

3. The mathematical enlightenment number sense abacus of claim 2, wherein, The through hole is arranged on the diagonal intersection point of one side, the cross section of the through hole and the rod is square, the cross section side length of the through hole is larger than the cross section side length of the rod, the inner wall of the through hole is the calculation bead horizontal contact surface and can be rotationally limited as required, the outer wall of the rod is the rod horizontal contact surface and can be limited with the calculation bead horizontal contact surface as required, the width of the calculation bead horizontal contact surface is 90mm to 120mm, and the width of the rod horizontal contact surface is 80mm to 100mm.

4. The mathematical enlightenment number sense abacus of claim 3, wherein, The remaining four sides of the calculation bead are respectively provided with a number, a fruit pattern, an animal pattern and a solid color pattern, and the number is 10 or 100 or 1000.

5. The mathematical enlightenment number sense abacus according to claim 1, wherein, The outer frame is rectangular, the inner part of the outer frame is vertically crossed with a transverse partition plate and a longitudinal partition plate, the transverse partition plate and the longitudinal partition plate divide the outer frame into four areas, two rods are arranged in each area, and the two ends of the rod are respectively connected with the outer frame and the longitudinal partition plate.

6. The mathematical enlightenment number sense abacus of claim 5, wherein, The two ends of the transverse partition plate are respectively connected with the corresponding short sides of the outer frame, the two ends of the transverse partition plate are respectively connected with the midpoints of the short sides, the longitudinal partition plate comprises a lower short plate arranged below the transverse partition plate and an upper short plate arranged above the transverse partition plate, and the two ends of the upper short plate and the lower short plate are respectively connected with the midpoint of the transverse partition plate and the midpoint of the long side of the outer frame.

7. The mathematical enlightenment number sense abacus of claim 6, wherein, The rod penetrates the upper short plate and is located at the position of the upper short plate which is three-equal-length divided, and the two rods penetrate the lower short plate and are located at the position of the lower short plate which is three-equal-length divided.

8. The mathematical enlightenment number sense abacus of claim 5, wherein, The number of the calculation beads in each area is equal and not less than five.

9. The mathematical enlightenment number sense abacus according to claim 1, wherein, The application further relates to an auxiliary learning tool, which comprises a telescopic rod and a square calculation bead arranged on the telescopic rod and capable of being slid and turned on the telescopic rod, wherein a limiting structure is arranged between the calculation bead and the telescopic rod for positioning one side of the calculation bead upwards.

10. The mathematical enlightenment number sense abacus of claim 9, wherein, The telescopic rod comprises a hollow main rod and a secondary rod arranged in the hollow main rod and capable of being slid in the main rod, and the calculation bead is arranged on the outer wall of the main rod and the secondary rod.

11. The mathematical enlightenment number sense abacus of claim 10, wherein, The shape of the calculation bead is a square, the non-through remaining four sides of the square are respectively provided with an animal pattern, a fruit pattern and a solid color pattern, and two sides are respectively provided with different animal patterns.

12. The mathematical enlightenment number sense abacus of claim 11, wherein, The display screen is foldably connected with the mathematical enlightenment number sense abacus through a hinge.

13. The mathematical enlightenment number sense abacus of claim 12, wherein, The number sense game cards include a plurality of cards, and the cards are provided with marks for counting, which are square color blocks, circular color blocks or animal patterns.

14. The mathematical enlightenment number sense abacus of claim 13, wherein, The small calculator with a display screen and buttons is combined with the mathematical enlightenment number sense abacus through a plastic outer frame.

15. The mathematical enlightenment number sense abacus of claim 13, wherein, The drawer is used for placing the mathematical enlightenment number sense abacus, the auxiliary learning aid, the number sense game cards and the display screen.

Images