GB2458652A - Mathematical learning aid - Google Patents

Abstract

A hand held device with a number of movable keys that can each be in position A, B or C in a frame F that enables the practical visualisation and representation of mathematical functions such as addition, subtraction, multiplication and division. The keys may each have a pair of coloured bands, one band to be visible when the key is in the A position, the other band visible in the B position. The bands are preferably different colours. When the key is in the C position, neither band should be visible. The frame F and the keys may cooperate to ensure that the key mechanically clicks into each of the positions. The front of the frame F is preferably labelled with integers. The reverse side of the frame F may have the capability of adding templates, preferably using sliding elements or magnets so as to give the flexibility of using the device for other mathematical functions such as understanding negative numbers and fractions.

Description

Mathematical Learning Aid This invention relates to a practical hands-on tool for learning basic mathematical functions.

Invariably, children are taught to learn the Times Tables' in a repetitive manner; however, children naturally respond and enjoy learning more when they can see and touch things.

The practical creation and experimentation of visual patterns that relate to mathematical functions is, therefore, something that will encourage and stimulate children to learn and understand basic mathematics at an early age.

To satisfy the need of a practical tool to aid in learning basic mathematics this invention proposes to use a system of keys, each representing a number, that can be manipulated into different positions forming patterns that demonstrate, for example, functions such as addition, subtraction, multiplication, division and fractions.

The invention works on the basis of how children count on their fingers except the invention will allow fbr up to 100 fingers -each represented by a key with an associated number.

Therefore, the operation of the invention should be quite natural for children to pick up and use.

Calculations in multiplication, for example, can be made up to 1 Ox 10 with each multiplication being formulated into patterns from the multipliers. In this way we can take tedious tasks such as learning the Times Fables' and create an environment of hands on' practical and visual understanding.

The invention is flexibly enough to help learn the basics of addition, subtraction, multiplication, division, fractions and many more functions all from a practical hands-on approach.

Preferably the tool will also represent a measurement -100 keys would be contained within a metre length rule (each key also associated with being a centimetre). A smaller starter tool for younger children could be made of say 20 keys (total length of 20 centimetres).

Preferably there would be the flexibility to add user defined templates onto the tool to enable greater capability and flexibility of learning (such as country and language specific or mathematical function specific labelling or simply white board effect for writing on the invention with washable ink).

The invention will now be described solely by way of example and with reference to the accompanying drawings in which: Figure 1 shows the front view of the mathematical learning aid invention with 20 movable keys within a frame F' labelled with numbers I to 20 where each key is directly associated with one of the labelled numbers. It should be noted that there will be other versions up to keys (as indicated in figure 1) but for the purposes of drawing it is easier to demonstrate the principles of the mathematical learning aid with 20 keys. The 20 key version would probably be a starter length for the younger child who is first introduced to the invention before progressing onto the longer 100 key (metre length) version. The general operation for the 100 key version would be the same as the 20 key version except there is a limit to the size of calculation that can be performed on the smaller 20 key version. The positioning of the keys in Figure 1 gives us an example of multiplying 5 by 3 or by using division, how many times 5 will go into 15.

Figure 2 shows an example of an individual key which would be within the frame F of the invention, consisting of a black (or other neutral colour) rod with two colour bands D' and two end stoppers E' and can be in one of three positions in the invention: Up -as in A' with a colour band showing Down -as in B' with a colour band showing (preferably but not necessarily different from the colour in the up position) Neutral -as in C' with no colour band showing Each position of the key will click into place mechanically with enough user supplied pressure to make it a comfortable mathematical learning aid to use.

Figure 3 shows the top view of the invention.

Figure 4 show the reverse side of the mathematical learning aid invention. There are many possible templates that can be applied to the reverse side, such as in this example -subtraction. The reverse side can have a flexible and replaceable template which can be changed to suit the requirements of the user.

Figures 4 and 5 show how subtraction would work in the simple calculation of 5 minus 7.

Keys would represent the number 5 as in Figure 4. The user would now subtract 7 by pushing each of 7 keys in a downward direction one position, starting from 5 and working towards zero. Figure 5 shows the answer as minus 2. A 100 key version would simply be an extension with more capability to handle larger numbers (positive and negative).

Figure 6 shows another template example on the reverse side of the mathematical learning aid invention -fractions. Keys in the up position would represent the numerator (part of the whole) and keys in the down position would represent the denominator (whole of all parts).

The example in figure 6 shows that there are 4 parts of 6 (4/6) and 2 parts of 6 (2/6) in the up position and 6 parts representing the whole (denominator) in the down position. 4/6 + 2/6 = 6/6 = I whole. Complex fractions could be demonstrated on the 100 key version of the invention by converting all fractions to a common denominator before adding the keys in the up position.

As described in the drawings there are many possibilities for the reverse side of the invention with regard to templates. A White Board' template for writing with washable ink is another example of a template or even mixing a white board with a specific function such as fractions to aid in the learning of the mathematical fimction. The aim is not to identify all such templates but to simply show the flexibility of the reverse side in terms of adding templates.

The manner by which such templates are affixed to the reverse side of the invention is again flexible -It may, for example, be through magnetic adhesion or through a slide-on system or push on stud system.