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WO2012046034A1 - Appareil pédagogique - Google Patents

Appareil pédagogique Download PDF

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Publication number
WO2012046034A1
WO2012046034A1 PCT/GB2011/051877 GB2011051877W WO2012046034A1 WO 2012046034 A1 WO2012046034 A1 WO 2012046034A1 GB 2011051877 W GB2011051877 W GB 2011051877W WO 2012046034 A1 WO2012046034 A1 WO 2012046034A1
Authority
WO
WIPO (PCT)
Prior art keywords
counting
unit
base unit
units
base
Prior art date
Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
Ceased
Application number
PCT/GB2011/051877
Other languages
English (en)
Inventor
Jonathan Richard Tacon
Michael John Henry Ellicock
Current Assignee (The listed assignees may be inaccurate. Google has not performed a legal analysis and makes no representation or warranty as to the accuracy of the list.)
University of Oxford
Original Assignee
University of Oxford
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by University of Oxford filed Critical University of Oxford
Publication of WO2012046034A1 publication Critical patent/WO2012046034A1/fr
Anticipated expiration legal-status Critical
Ceased legal-status Critical Current

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Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/02—Counting; Calculating
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B1/00—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways
    • G09B1/02—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways and having a support carrying or adapted to carry the elements
    • G09B1/04—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways and having a support carrying or adapted to carry the elements the elements each bearing a single symbol or a single combination of symbols
    • G09B1/06—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways and having a support carrying or adapted to carry the elements the elements each bearing a single symbol or a single combination of symbols and being attachable to, or mounted on, the support

Definitions

  • the present invention relates to an educational apparatus, in particular an educational apparatus which provides a tool for learning about numbers.
  • the present invention also relates to methods of using such an apparatus.
  • an educational apparatus comprising;
  • each counting unit has one or more openings therethrough, the number of openings (o) in the unit defining a number (n) represented by the counting unit;
  • the base unit comprises a base and a plurality of elements upstanding therefrom;
  • each counting unit may be releasably connected to the base unit in use by fitting the counting unit over the base unit with the opening(s) of the counting unit being received by respective ones of the upstanding elements of the base unit.
  • the present invention provides an educational apparatus which may be used to aid learning ideas about numbers and the relationships between numbers to facilitate development of numeracy skills.
  • the apparatus of the present invention will typically be used to develop understanding of numbers and build numerical skills of children, the apparatus is useful in supporting learning of users of any age who have a need to develop understanding of numerical concepts, including adults, those with special needs etc.
  • the apparatus may be used by learners alone or under supervision, e.g. by a teacher, parent or other caregiver. Thus a user may be the learner or a learning supervisor demonstrating ideas using the apparatus.
  • the apparatus is simple and may be produced cost effectively making it suitable for use not only in educational establishments, but also in the home.
  • the apparatus of the present invention includes a base unit having a plurality of upstanding elements and a set of counting units.
  • Each counting unit represents a number corresponding to a number of openings therethrough.
  • Each counting unit may be releasably connected to the base unit by fitting the unit over the base unit with the upstanding elements of the base unit receiving the openings. In this way, the counting units may be releasably retained by the upstanding members of the base unit.
  • the apparatus may be used with ease even by those with limited manual dexterity e.g. as a result of age or physical impairment.
  • the presence of the openings facilitates grasping of the counting units and connection of the units to the base unit.
  • the counting units may each individually be fitted over the base unit with each opening received by an upstanding element, and in preferred embodiments multiple counting units may simultaneously be fitted to the base unit. However it is not necessary that all of the counting units in the set can simultaneously be fitted to the counting unit.
  • the apparatus may facilitate learning about numbers, and the relationship between numbers, by allowing the user to explore the different ways in which counting units may be fitted to the base unit such that all, or a given number, of the upstanding elements are occupied i.e. received in the openings of counting unit(s).
  • multiple counting units may be connected to the base unit such that they are located side by side and/or end to end, with the openings defined by the counting units each being received by a different one of the upstanding members of the base.
  • each counting unit represents a number (n).
  • the number (n) is defined by a number of openings (o) in the counting unit, and thus each counting unit has a number of openings (o) equal to the number (n) which the counting unit represents.
  • the number (n) represented by each unit is an integer greater than or equal to one.
  • the set of counting units includes one or more counting units having a plurality of openings therethrough to represent a number greater than one, and/or one or more counting units having a single opening therethrough to represent the number one.
  • the set of counting units may comprise a plurality of counting units having the same number of openings to be representative of the same number.
  • the set may comprise a plurality of different counting units each having a different number of openings to be representative of different numbers.
  • the set of counting units comprises a plurality of counting units each having a number of openings in the range of from 1 to 10 inclusive to be representative of numbers in the range of from 1 to 10 inclusive.
  • the set of counting units consists only of counting units having a number of openings representative of numbers in the range of from 1 to 10 inclusive. It will be appreciated that if not stated herein a reference to the range of from 1 to 10 herein includes the integral numbers between 1 and 10 including the numbers 1 and 10.
  • the use of counting units representative of numbers in the range of 1 to 10 is particularly effective in providing an apparatus which may be used to teach the concept of hundreds, tens and units.
  • the apparatus of the present invention provides a tool to facilitate learning about numbers. For example, different combinations of counting units may be used to occupy all of the upstanding elements, providing the opportunity to understand the different ways in which numbers can be added to arrive at the number represented by the number of upstanding elements. In a preferred case where the number of upstanding elements N is 10, two counting units representing 1 and 9 could be added to the base unit to occupy all of the elements, or a different combination adding up to 10, such as 2,5 and 3.
  • the set of counting units comprises ten different counting units, wherein each counting unit has a different number of openings in the range of from 1 to 10 inclusive to represent a different number between one and 10 inclusive.
  • the set of counting units may include one or more counting units representative of each number in the range of from 1 to 10.
  • the set may consist of ten counting units, or preferably the set includes the ten counting units and other counting units.
  • the other counting units are also representative of numbers between 1 and 10.
  • the set of counting units includes a plurality of counting units representative of each number in the range of from 1 to 10. This provides greater flexibility in illustrating multiple ways of making up given numbers.
  • each counting unit representing a given number is different in shape and/or colour to any counting unit representing a different number.
  • each counting unit representing a given number is identical in shape and/or colour to any counting unit representing the same number.
  • each counting unit is configured such that it may be connected to the base unit such that each opening of the counting unit is received by a different upstanding member of the base unit.
  • each opening of each of the counting units in the set of counting units is configured to be receivable by an upstanding element of the base unit to releasably retain the counting unit to the base unit.
  • each counting unit is configured such that it may be located over the base unit with each of its openings received by a different one of the upstanding elements and with the counting unit adjacent and preferably in contact with the base of the base unit.
  • the openings of the counting units should be configured appropriately to enable this to be achieved.
  • the upstanding elements of the base unit and the openings of the counting units are of corresponding shapes.
  • the apparatus is arranged such that the base unit may receive and releasably retain a plurality of counting units located side by side and/or end to end with each of the openings defined in the counting units being received by a different one of the upstanding elements of the base unit.
  • Locating units side by side may illustrate the way in which the numbers defined by the counting units may be added to provide a total equal to the number of upstanding elements occupied by the units when fitted thereto with each opening received by a different upstanding element.
  • the counting units are located in one layer on the base unit.
  • the counting units may be fitted over the base unit to provide one or more layers of counting units connected to the base unit.
  • the apparatus is arranged such that the base unit may receive and releasably retain a plurality of counting units stacked one above the other, with each of one or more upstanding elements of the base unit receiving the openings of multiple counting units.
  • the base unit may receive and releasably retain a plurality of counting units stacked one above the other, with each of one or more upstanding elements of the base unit receiving the openings of multiple counting units.
  • each counting unit defines a width (w), length (I) and height (h).
  • the set of counting units includes one or more counting units having a plurality of openings therethrough to represent a number greater than one.
  • the set of counting units additionally comprises one or more counting units having a single opening representative of the number one.
  • each counting unit having more than one opening are arranged in a regular repeating pattern.
  • the openings are arranged in rows, and most preferably in two rows.
  • the openings are arranged in rows each containing an equal number of openings. This may facilitate connecting the counting units in various combinations to the base unit whose upstanding elements are preferably also arranged in rows.
  • the counting units may resemble ladder-like structures.
  • the openings in the counting units are circular.
  • the opening or openings of each of the counting units included in the set of counting units are of identical shape and size to one another and to the opening or openings of each of the other counting units in the set of counting units. This may facilitate compatibility with the upstanding elements of the base unit.
  • the openings in each counting unit having a plurality of openings are equally spaced, in one or both of the length and width directions.
  • the spacing of the openings refers to the distance between the centres of adjacent openings in the length and/or width directions.
  • the spacing of the openings in the width direction is identical to the spacing of the openings in the length direction. This may facilitate connection between a counting unit and the base unit.
  • the spacing of the openings in the width direction and the length direction of each one of the counting units in the set which defines a plurality of openings is identical to the spacing of the openings in the width direction and the length direction of each other one of the counting units in the set which defines a plurality of openings. This may further facilitate connection between the different units and the base unit.
  • each counting unit representing a number greater than one is built up from a repeat of a basic unit cell structure.
  • the basic unit cell structure may be thought of as a building block for the counting unit.
  • the basic unit cell structure defines a single opening. .
  • each counting unit includes a multiple of n times a basic unit cell structure.
  • the basic unit cell structure corresponds to the counting unit representing the number one.
  • the structure of each counting unit representative of a number n greater than 1 comprises a repeat of n times a basic unit cell structure
  • a counting unit representative of the number 1 corresponding to a counting unit representative of the number 1 .
  • the units will be similar in appearance to one another other than in terms of the number of openings/repeats of the basic unit cell structure, the user may more readily identify the differences between the numbers represented by each unit. Compatibility between the counting units and the base units may be enhanced in these embodiments.
  • n corresponds to the number represented by the counting unit, and defined by the number of openings (o) therein.
  • the basic unit cell structure therefore has a single opening.
  • a counting unit representing 1 will consist of the basic unit cell structure i.e. a multiple of 1 x the basic unit cell structure.
  • each counting unit is a unitary structure, and thus the multiples of the basic unit cell are integrally joined in counting units representative of numbers greater than one.
  • the basic unit cell structure is the result of a theoretical sub division of the counting unit.
  • the unit cell structure defines a length and a width.
  • the length is equal to the width.
  • the unit cell structure is square.
  • the unit cell may have a length and/or width in the range of from 10mm to 30 mm, or more preferably from 12.5 to 25 mm. This may result in counting units of a size which may be readily gripped even by children.
  • the basic unit cell structure defines an area
  • each counting unit defines an area which corresponds to the unit cell area multiplied by the number (n) represented by the counting unit and corresponding to the number of openings in the counting unit.
  • the area is the area defined by multiplying together the length and width of the counting unit or unit cell structure, and is the surface area defined within the perimeter of the counting unit and including the area of the opening(s) therein.
  • each counting unit representing a number greater than one is repeated in a regular pattern. It will be appreciated that the basic unit cell structure is repeated in an end to end and/or side to side manner to provide the counting unit. Thus the basic unit cell structure is repeated in a horizontal plane.
  • the basic unit cell structures are arranged in rows, and most preferably in two rows to provide a counting unit.
  • the basic unit cell structures are arranged in rows each containing an equal number of the basic unit cell structure. This may facilitate connecting the counting units in various combinations to the base unit.
  • the basic unit cell structures of the counting units may be arranged to provide ladder-like structures.
  • each counting unit is in the range of from 2 mm to 6 mm, or preferably from 2.5 mm to 5 mm.
  • each counting unit is of the same height h.
  • the height is defined by the height of the unit cell structure. This may facilitate stacking of counting units on the base unit, as the height of the upstanding elements may be chosen to accommodate a given number of counting units stacked one above the other regardless of the numbers they represent.
  • each counting unit is preferably in the form of a plate.
  • the plate has the openings therethrough. This may facilitate connection of the counting unit to the base unit, and more readily permit stacking of the counting units as described below.
  • the apparatus is arranged such that when one or more counting units are fitted over the base unit such that each opening of the counting units is received and retained by a different upstanding member of the base, the counting units form a layer covering the base of the base unit, preferably completely covering the base depending upon the counting units selected.
  • each counting unit has straight edges.
  • Each counting unit may have rounded corners. In embodiments this may enable the perimeter of the counting unit to be flush with the perimeter of the base unit in use.
  • each counting unit is a single piece unitary counting unit.
  • each of the counting units is preferably formed of plastic, and is preferably formed using an injection moulding process.
  • the base unit used in the apparatus in accordance with any of its embodiments may be of any suitable dimensions.
  • the base unit should be of a size to permit it to be readily grasped in the hand, even of a child.
  • the base unit has a length in the range of from 60 mm to 125 mm.
  • the base unit may, in embodiments, have a width in the range of from 25 to 50 mm.
  • the base unit is an elongate base unit.
  • the base is rectangular. This shape is compatible with the preferred form of the counting units in which each counting unit is defined by rows of a repeating square basic unit cell structure.
  • the upstanding elements of the base unit are arranged to extend through respective openings in a counting unit to releasably connect the counting unit to the base unit.
  • the counting unit is connected to and removed from the base unit manually.
  • each of the upstanding members is identical in construction.
  • the upstanding elements extend substantially perpendicular e.g. vertically to the base.
  • each upstanding element is in the form of a prong.
  • each upstanding element tapers with distance from the base.
  • each upstanding element is circular in cross section. This may facilitate cooperation with the openings of the counting units in preferred embodiments in which they are circular.
  • the base unit has a number N of upstanding elements. Preferably the number N is 10.
  • the base unit comprises a regular array of the upstanding elements.
  • the upstanding elements may be arranged in a plurality of rows. In preferred embodiments there are two rows of elements. In a particularly preferred embodiment there are two rows each including five elements. Such arrangements are particularly effective in combination with the counting units described above to facilitate learning about the different ways to make up the number 10.
  • Each upstanding element preferably has a dimension at its base over which the openings of a counting unit may fit to enable the counting unit to be retained in a position against the base in use.
  • the upstanding elements may be of any suitable height.
  • the height H defined by each upstanding element above the base is in the range of from 20mm to 45 mm.
  • the height of the upstanding elements is in proportion to the width and length of the base unit.
  • each upstanding element has a diameter as measured at the base in the range of from 7.5 mm to 15 mm.
  • each upstanding member is of the same height.
  • each upstanding element is of a height to enable it to receive and retain a plurality of counting units stacked one above the other. This may facilitate understanding about numbers greater than N e.g. 10, and provides the ability to demonstrate simultaneously different ways of making up the number N using different combinations of counting units arranged in layers one above the other on the base unit.
  • the upstanding element has a height to receive and retain 10 counting units stacked one above the other. It will be appreciated that the upstanding element will pass at least partially through the top counting unit in order to retain it in place.
  • each one of the counting units is of height h, and each
  • upstanding element has a height H corresponding to a multiple of the height h of a counting unit.
  • the multiple is at least 9.5. In this way, ten counting units may be stacked one above the other.
  • the apparatus of the invention may be provided at different scales appropriate for manual manipulation by different intended users. While the ranges described above have been found to encompass measurements providing ease of use by the majority of users, it will be appreciated that other apparatus dimensions could be used. For example, the apparatus could be provided at one relatively larger scale for use by infants or those with significantly impaired manual dexterity and a smaller scale for use by older children in a similar manner to the way in which building blocks are often provided in various scales for the younger and older user.
  • the different scale apparatus may or may not fall in the preferred absolute ranges described above. It is preferable that regardless of the dimensions used, the scale of the apparatus satisfies certain ranges which have been found to facilitate manual manipulation of the apparatus, and provide the ability to demonstrate the full range of numerical ideas using the apparatus.
  • the ratio of the length L of the base unit to its width W is in the range of from 2:1 to 3:1 , and in one example is around 2.5:1 .
  • the ratio of the length L of the base unit to the height H of each upstanding element may be in the range of from 2.5:1 to 3.5:1 , and in one example is around 3:1 .
  • the ratio of the length L of the base unit to the diameter at the base of one of the upstanding elements may be in the range of from 7.5:1 to 9:1 , and in one example is around 8:1.
  • the ratio of the length L of the base unit to the diameter at the top of one of the upstanding elements may be in the range of from 9:1 to 1 1 :1 , and in one example is around 10:1.
  • the apparatus may satisfy one or all of these preferred ranges.
  • the upstanding elements may be evenly spaced in the length and width directions.
  • the spacing is measured by reference to the distance between the centres of the elements in each direction.
  • the spacing is preferably identical in the length and width directions.
  • the spacing of the upstanding elements in each of the length and width directions corresponds to a spacing of the openings of each counting unit in each of the length and width directions.
  • each counting unit is built up from a multiple of n times a basic unit cell structure.
  • the base defines an area which is an integral multiple of the area of the unit cell structure from which each counting unit is constructed. This may allow the counting units to form a layer completely covering the base when each upstanding element is "occupied" by an opening of a counting unit.
  • Each counting unit is preferably configured such that when the counting unit is connected to the base unit with each opening being received by a (different) upstanding member of the base unit, the edge or edges of the counting unit which are adjacent an edge or edges of the base unit are flush therewith.
  • the base unit is a modular unit arranged to be releasably connectable to one or more other like base units to provide a composite base unit.
  • the apparatus therefore comprises a plurality of the base units arranged to be releasably connectable to one another in a modular fashion to provide a composite base unit.
  • Each base unit thus comprises a base and a plurality of elements upstanding therefrom, each upstanding element being configured to receive an opening of a counting unit.
  • the other base unit or units may be in accordance with the invention in any of its embodiments.
  • the apparatus includes at least ten like base units which may be connected to one another to provide a composite base unit.
  • each base unit has ten upstanding elements.
  • each upstanding element of each base unit may receive and retain ten counting units stacked one above the other. This may enable the user to explore numbers of up to 100 by mounting counting units in a single layer on the composite base unit, or up to 1000 by providing ten further layers of counting units thereon. These embodiments facilitate exploration of the concept of hundreds, tens and units, and preferably also thousands.
  • the or each base unit comprises means for releasably connecting the base unit to one or more other base units in one or preferably both of a side by side or end to end arrangement to provide a composite base unit.
  • This may allow the user to explore numbers corresponding to a total number of upstanding elements defined by the base units present in the composite base unit.
  • each base unit has ten upstanding elements, combining three base units in an end to end relationship may allow a number of up to 30 to be provided using a single layer of counting units. By stacking counting units on top of one another in the composite base unit higher numbers still can be explored.
  • Connecting base units in end to end fashion may allow number lines to be created.
  • the base units are arranged such that when connected to one another in side by side and/or end to end relationship, the upstanding elements of the composite base unit formed are evenly spaced.
  • the upstanding elements are evenly spaced in the length and width directions.
  • the spacing between upstanding elements may be the same in the width and length directions even across the interface between the base units which together form the composite base unit. This may enable the composite base unit to be used in the same way as an individual base unit but accommodating a greater number of counting units or counting units representing higher numbers.
  • the base units may be connected together to provide a composite base unit which provides a grid of evenly spaced prongs.
  • the connecting means may be of any suitable form, and may comprise one or more attachment members.
  • the or each base unit is arranged to releasably interlock with the or each other base unit.
  • each base unit comprises attachment means arranged to cooperate with a receiving means of another base unit to provide a releasable connection between the units.
  • the attachment means comprises a connecting flange.
  • the connecting flange may comprise a hook.
  • the or each base unit comprises attachment means associated with one end and/or one side.
  • the base unit further comprises receiving means for receiving an attachment portion of another unit.
  • the receiving means may comprise a recess.
  • the base unit comprises such receiving means at an end and/or side.
  • the base unit comprises attachment means associated with one end and receiving means associated with the other end, and/or attachment means associated with one side and receiving means associated with the other side.
  • each base unit is formed as a single piece.
  • the upstanding elements may therefore be integrally moulded with the base.
  • the base unit is formed using an injection moulding process.
  • the counting units are rigid.
  • the base unit is rigid.
  • each counting unit is a separate piece. Each counting unit is separate from the base unit.
  • each may be of the construction described above, and preferably each base unit is identical.
  • the base unit is preferably a plastic base unit.
  • all of the components of the educational apparatus are plastic, and preferably formed by injection moulding process.
  • the present invention extends to a kit comprising the educational apparatus of any of the embodiments of the invention and to a package comprising the kit or apparatus of any of the embodiments of the invention.
  • the kit further comprises instructions e.g. written indicia regarding the use of the apparatus.
  • the present invention extends to the use of the apparatus of the invention in any of its embodiments.
  • the invention extends to the use of the apparatus as an educational tool for learning about numbers.
  • the method comprises the steps of connecting one or more of the counting units to the base unit by fitting the counting unit or units over the base unit such that each opening of the or each counting unit is received by a different upstanding member of the base unit.
  • the method comprises selecting a subset of one or more counting units such that the total number of openings defined by the counting units corresponds to the number of upstanding elements of the base unit such that when the counting units are connected to the base unit with each opening being received by a different upstanding element all of the upstanding elements are occupied.
  • the counting units are selected to form a layer completely covering the base.
  • the method may further comprise removing one or more of the counting units and selecting one or more counting units different to the counting units removed from the set of counting units such that the total number of openings defined by the counting units corresponds to the number of upstanding elements of the base unit such that when the counting units are connected to the base unit with each opening being received by a different upstanding element all of the upstanding elements are occupied, and connecting the counting units to the base unit.
  • the method may further comprise stacking counting units one above the other on said base unit.
  • the method may comprise connecting a counting unit to the base unit such that each opening of the counting unit is received by a different one of the upstanding members of the base unit, and stacking another counting unit above the counting unit, such that each opening of the another counting unit is received by a different one of the upstanding members of the base unit, wherein at least one upstanding element of the base unit receives openings of both counting units.
  • the method may comprise stacking N counting units one above the other, wherein N is the number of upstanding members of the base unit.
  • the method may comprise selecting a subset of one or more counting units and fitting them to the base unit such that each opening of the counting units is received and retained by a different one of the upstanding elements of the base thereby forming a first layer of counting units, and selecting another subset of one or more counting units and fitting them to the base unit such that each opening of the counting units is received and retained by a different one of the upstanding elements of the base to thereby form a second layer of counting units superposed on the first.
  • the method may comprise joining a plurality of base units together in a side by side and/or end to end relationship to create a composite board.
  • the method may comprise locating a counting unit over the interface between base units present in the composite base unit with each opening of the counting unit being received and retained by a different upstanding member, wherein the openings are received and retained by upstanding members of different ones of the base units making up the composite base unit.
  • the present invention also provides a method of providing an educational apparatus, the method comprising providing an educational apparatus in accordance with any of the aspects or embodiments of the invention described herein.
  • width and length dimensions herein refer to dimensions lying perpendicular to one another in a horizontal plane in use, while references to height refer to the dimension in a vertical plane perpendicular to the horizontal plane in which the length and width are defined. The height is perpendicular to the length and width. Dimensions for the width and length of the base unit do not include any protruding connecting flanges etc, but refer to the width and length of the main body of the base unit.
  • FIG. 1 A illustrates a perspective view of the base unit of an educational apparatus in accordance with a first embodiment of the invention
  • Figure 1 B is a view of the base unit of Figure 1 A taken from the side having the connecting flange (7).
  • Figure 1 C is an end-on view of the base unit taken from the end of Figure
  • Figure 1 D is a view from the underside of the base unit shown in Figure 1 A;
  • Figures 2A-2I illustrate nine of the different types of counting unit present in a set of ten counting units in the educational apparatus in accordance with the first embodiment of the invention, and representing the numbers 1 to 9 respectively;
  • FIG 3 is a top plan view of the counting unit shown in Figure 2I which represents the number 9;
  • Figure 4 is a top plan view of the counting unit shown in Figure 2A which represents the number 1 ;
  • Figures 5A-5C are respectively perspective, side and end views of the base unit shown in Figures 1A-1 C and corresponding to the views of Figures 1A-1 C respectively, but with counting units located on the base unit in accordance with one arrangement;
  • FIGS 6A-6C illustrate the base unit shown in Figures 1A, 1 B and 1 C respectively, but with another arrangement of counting units located thereon;
  • Figures 7A-7C are views corresponding to Figures 1A-1 C but illustrating yet another arrangement of counting units located on the base unit shown in Figures 1A-1 C;
  • Figure 8 is a top plan view of the base unit having the arrangement of counting members thereon illustrated in Figure 5A-5C;
  • Figure 9 is a top plan view of the base unit of Figure 1 A having the arrangement of counting units thereon shown in Figures 6A-6C;
  • Figures 10A-10C are respectively perspective, side and underside views of an arrangement in which three base units in accordance with the embodiment shown in Figure 1A have been connected to one another in an end-to-end arrangement to provide a modular base unit to which counting units have been applied;
  • Figures 1 1A-1 1 C are respectively perspective, side and end views of a modular base system obtained by connecting nine further base units with the base unit shown in Figure 1 A to provide a square composite base unit to which counting units have been applied.
  • an educational apparatus in accordance with the invention includes one or more base units and a set of counting units.
  • a base unit in accordance with one embodiment of the invention is shown in Figures 1A, 1 B and 1 C, which respectively perspective, side and end-on views.
  • the base unit 1 includes a base 3 and N prongs 5 upstanding therefrom.
  • N 10.
  • the base is rectangular and defines a length and a width.
  • the prongs have a height H measured as a distance from the base.
  • the prongs 5 are arranged in two rows of five prongs, and are evenly spaced in the length and width directions (L,W).
  • the prongs are of circular horizontal cross-section and taper with distance from the base.
  • the spacing of the prongs 5 is identical in the length and width directions.
  • the spacing of the prongs 5 is measured between the centres of adjacent prongs in the width direction W and the length direction L as indicated in Figure 1A.
  • the spacing of the prongs in the length direction D2 is the same for each prong, and is the same as the spacing D1 in the width direction.
  • the base unit is moulded as a rigid integrally formed plastic unit.
  • the length L of the base unit may be in the range of from
  • each upstanding element may be in the range of from 21 -42 mm.
  • the diameter of each upstanding unit at its widest point i.e. the base may be in the range of from 7.5-15 mm. These dimensions facilitate manual grasping of the unit by users, in particular children.
  • the width and the length of the base unit as measured herein does not include the width/length of the connecting flanges 7, 1 1 , being the width or the length of the main body of the unit.
  • ratio of length L of base unit to width W of base unit 2.5:1 , ratio of length L of base unit to height H of each upstanding element 3.0:1 , ratio of length L of the base unit to the diameter at the base of each upstanding element 8.3:1 , and ratio of length L of base unit to diameter at top of each upstanding element 10.3:1 .
  • the base 3 includes a connecting flange 7 extending along one of its longer edges and at one end (shown in Figure 1 B and 1 D) a further connecting flange 1 1 to permit connection to other like base units in a modular fashion in end to end and/or side to side relation.
  • the base unit 1 includes a recess 9 for receiving a connecting flange of an adjacent like unit for connecting the units in end-to-end relationship.
  • a similar recess 13 extends along the opposite longer edge to that having the connecting flange 7 as shown in Figure 1 D.
  • each counting unit includes a number of openings (o).
  • the number of openings defines the number (n) which the counting unit represents.
  • Figures 2A to 2I illustrate respectively counting units having from one to nine openings therein, and therefore represent the numbers 1 to 9 respectively.
  • the counting set includes ten different counting units, corresponding to the counting units shown in Figures 2A-2I and an additional counting unit representing the number 10 which has ten openings.
  • the counting unit representing the number 10 is shown later for example in Figures 7A-7C and 1 1 A-1 1 C.
  • Each counting unit is of the same height h as indicated in Figure 2A.
  • the height may for example be 5 mm.
  • Each counting unit also defines a length and width (l,w) as indicated in Figure 2B.
  • the length and width may in one example each be 25 mm.
  • the prongs of the base unit are each of a height H which is sufficient to enable a stack of ten counting units to be located one above the other being retained by the prongs.
  • Each of the different counting units is provided by an integrally moulded plastic unit.
  • the counting units representing different numbers may be coloured differently from each other to facilitate identification by the user.
  • the counting units may be of a different colour to the base unit, Multiple counting units representing each of the numbers between 1 and 10 are provided.
  • counting units Some specific features of the counting units will be illustrated by reference to the counting unit representing the number 9, which is shown in Figure 2I. A top plan view of this Figure is provided in Figure 3. Reference will also be made to Figure 4 which is top plan view of the counting unit representing the number 1 shown in Figure 2A.
  • the counting unit representing the number 9 is annotated 20 in Figure 3 and that representing the number one is annotated 22 in Figure 4.
  • Figure 3 is built up from nine unit cells corresponding to the structure of the counting unit representing number 1 shown in Figure 4. Likewise, each of the other counting units representing the numbers 1 to 8 and 10 are built up as multiples of the unit cell structure shown in Figure 4.
  • the counting unit 20 includes openings 21 which have a spacing from centre to centre in the width direction of d1 , and a spacing in the length direction of d2.
  • d1 and d2 are equal to one another, and correspond to the spacing of the prongs D1 and D2 in the length and width directions indicated in Figure 1 A. This allows the counting unit to be easily fitted over the prongs of the base unit with each of the openings 21 received and retained by a different one of the prongs 5.
  • Each counting unit has the same spacing between the openings in the length and width directions and includes n times the unit cell structure shown in Figure 4.
  • each of the counting units are arranged in two rows having from one to five openings in each.
  • FIGS 5A-5C A first arrangement is shown in Figures 5A-5C. These views correspond to the views of the base unit shown in Figures 1 A-1 C, although now certain counting units have been located over the prongs. The counting units have been located with the openings received by the prongs so that they lie against the base. It may be seen that the base unit has a width W which is twice the width of one of the unit cells defined by the counting unit representing 1 shown in Figure 4, and five times its length. This means when the counting units are located on the base, they lie flush with the edges of the base.
  • the first layer includes a single counting unit 24 representing the number 10, which completely fills the base unit. By filling the base unit it is meant that the counting unit occupies each of the prongs when it is fitted over the base unit with each opening received by a different prong.
  • the second layer there are two counting units 20, 22 which together fill the prongs. These are a counting unit 20 of the type shown in Figures 2I and 3 representing the number 9, and one further counting unit 22 as shown in Figures 2A and 4 representing the number 1 , located in the bottom right-hand corner as shown in Figure 5A.
  • FIG. 5A-5C may be used to teach different ways in which the number 10 can be made up i.e. by using a single number 10 in the bottom layer, or a combination of the number 1 and 9 as in the upper layer of counting units.
  • Figures 6A-6C illustrate further arrangements which may be used to make up the number 10.
  • the layers of counting units are respectively a single counting unit representing the number 10, and denoted by the reference numeral 30. Above this is located a layer comprised of two different counting units, a 9 counting unit 31 and a counting unit 39 representing the number 1.
  • the next layer includes a counting unit 32 representing the number 8 as shown in Figure 2H, and a counting unit 40 representing the number 2 as shown in Figure 2B.
  • the next layer includes a counting unit representing the number 7 as shown in Figure 2G, and which is denoted by the reference numeral 34.
  • the layer also includes a counting unit 42 which denotes the number 3 as shown in Figure 2C.
  • the next layer includes a counting unit 36 representing the number 6 as shown in Figure 2F and another counting unit 44 representing the number 4 as shown in Figure 2D.
  • the top layer includes a counting unit 38 representing the number 5 and another counting unit 46 as shown in Figure 2A representing the number 5. This arrangement provides a way of illustrating yet further arrangements of how the number 10 can be made up.
  • FIGS 7A-7C illustrate yet another arrangement.
  • ten counting units representing the number 10 have been located one above the other.
  • Each counting unit is denoted 60. At this point no further counting units can be added to the base unit. It may therefore be considered to be full.
  • Figure 8 illustrates the top layer of the arrangement shown in Figures 5A-5C and Figure 9 illustrates the top layer in the arrangement of Figures 6A-6C to facilitate understanding thereof.
  • the base unit 1 is a modular unit may be combined with other like base units to create a composite base system formed from the base unit modules.
  • One example of this is illustrated in Figures 10A-10C.
  • two further base units 90 and 80 have been joined end-to-end with the base unit 1 shown in Figures 1A-1 C. This has been achieved by engaging the connecting flange 1 1 at one end of the base unit 1 with a recess at the adjacent end of the unit 80 and so on.
  • the connecting flange 1 1 may be seen more clearly, as well as the connecting flange 87 of the next base unit 80.
  • the next base unit 80 also includes a connecting flange along its side denoted 81 . Although the recess of base units 80 and 90 are not shown they will be identical to the recess 9 on the first base unit 1 .
  • counting units may be located over prongs of adjacent units even across the interface therebetween in the same manner as described with respect to a single base unit.
  • a number of counting units have been located in layers stacked one above the other on this composite base system. On the bottom layer there are two units representing the number 10 and one representing the number 4. Above this there are three counting units denoting the number 8 located end-to-end, and on the top layer there are four counting units representing the number 6 laid end-to-end.
  • This arrangement provides the ability to facilitate learning of the way in which different numbers greater than 10 may be made up. For example the arrangement shown in Figure 10A would allow learning of about numbers of up to 30 although the illustrated embodiment is concerned with the number 24.
  • FIG. 1 1A-1 1 C Yet another arrangement is shown in Figures 1 1A-1 1 C.
  • the base unit 1 has been combined with nine identical base units to create another composite board structure denoted 90. This has been achieved by engaging the cooperating flanges and recesses of units to the end and to the side.
  • the composite base unit include a grid of evenly spaced prongs.
  • the additional base units are labelled 100, 102, 104, 106, 108, 1 10, 1 12, 1 14 and 1 16 in Figure 1A.
  • each base unit may accept up to ten counting units located one above the other with the prongs being received in the openings to retain the counting units, and thus numbers of up to 1000 may be obtained by completely filling the prongs in the vertical direction of each base unit as shown in Figure 1 1 A.
  • the educational apparatus of the present invention will allow illustration and hence learning about numbers between 1 and 10, but also larger numbers obtained by joining multiple base units together in modular fashion.
  • the use of base units having ten prongs and counting units representing numbers from 1 to 10 has been found to be particularly effective, in facilitating learning about the concept of hundreds, tens and units, as a single base unit may receive up to ten counting units representing the number 10 when stacked one above the other.
  • different numbers of prongs may be used.
  • an individual layer in the base board may allow the user to explore the way in which the number 10 may be made up from smaller units.
  • the apparatus of the present invention may be more readily used by learners who may find it difficult to manipulate conventional number learning aids. Manipulation of the apparatus of the present invention does not require high levels of motor skill.
  • the apparatus also more readily allows the user to explore the concept of higher order numbers in a compact and efficient manner. As the units may be joined together in a side-by-side or end-to-end relationship, larger numbers may be provided, or if desired number lines may be replicated.
  • the apparatus may be provided as a kit including the counting units and base unit(s), and in embodiments, instructions for their use.

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  • General Physics & Mathematics (AREA)
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Abstract

L'invention concerne un appareil pédagogique comprenant : un ensemble d'unités de calcul ; et une unité base pour recevoir les unités de calcul. Chaque unité de calcul comporte une ou plusieurs ouvertures la traversant, le nombre d'ouvertures (o) dans l'unité définissant un nombre (n) représenté par l'unité de calcul. L'unité base comprend une base et une pluralité d'éléments saillant de celle-ci. Chaque unité de calcul peut être connectée de façon amovible à l'unité base lors de l'utilisation en plaçant l'unité de calcul sur l'unité base avec sa ou ses ouvertures reçues par les éléments saillants respectifs de l'unité de base. Chaque unité de calcul représentant un nombre donné peut être de forme et/ou de couleur différentes par rapport à une unité de calcul représentant un nombre différent, et chaque unité de calcul pouvant représenter un nombre donné et pouvant être de forme et/ou de couleur identiques par rapport à une unité de calcul représentant le même nombre. L'unité base peut recevoir et maintenir de façon amovible une pluralité d'unités de calcul situées côte à côte et/ou bout à bout avec chacune des ouvertures définies dans les unités de calcul étant reçues par un élément saillant de l'unité base différent. L'appareil peut être conçu de façon que l'unité base puisse recevoir et maintenir de façon amovible une pluralité d'unités de calcul empilées les unes sur les autres, un ou plusieurs éléments saillants de l'unité base recevant les ouvertures de plusieurs unités de calcul. L'invention concerne aussi une méthode d'utilisation de l'appareil.
PCT/GB2011/051877 2010-10-04 2011-10-03 Appareil pédagogique Ceased WO2012046034A1 (fr)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
GB1016708.8 2010-10-04
GBGB1016708.8A GB201016708D0 (en) 2010-10-04 2010-10-04 Educational apparatus

Publications (1)

Publication Number Publication Date
WO2012046034A1 true WO2012046034A1 (fr) 2012-04-12

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GB (1) GB201016708D0 (fr)
WO (1) WO2012046034A1 (fr)

Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
FR2122179A5 (fr) * 1971-01-11 1972-08-25 Glassman Stanley
DE9201518U1 (de) * 1992-02-07 1992-04-02 Schröter, Gerhard, Dr.Dr.habil., 8580 Bayreuth Lehrgerät für Zahldarstellungen und Ausführung arithmetischer Operationen im Zahlenraum 1 bis 20
WO1994022121A1 (fr) * 1993-03-23 1994-09-29 Manuel Lemos Melendez Jeu didactique-educatif pour effectuer des operations arythmetiques elementaires, pour la lecture et l'ecriture
US5421732A (en) * 1994-07-18 1995-06-06 Taylor; Raymond R. Apparatus and method for teaching addition and subtraction

Patent Citations (4)

* Cited by examiner, † Cited by third party
Publication number Priority date Publication date Assignee Title
FR2122179A5 (fr) * 1971-01-11 1972-08-25 Glassman Stanley
DE9201518U1 (de) * 1992-02-07 1992-04-02 Schröter, Gerhard, Dr.Dr.habil., 8580 Bayreuth Lehrgerät für Zahldarstellungen und Ausführung arithmetischer Operationen im Zahlenraum 1 bis 20
WO1994022121A1 (fr) * 1993-03-23 1994-09-29 Manuel Lemos Melendez Jeu didactique-educatif pour effectuer des operations arythmetiques elementaires, pour la lecture et l'ecriture
US5421732A (en) * 1994-07-18 1995-06-06 Taylor; Raymond R. Apparatus and method for teaching addition and subtraction

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