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
  • G09B23/00—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes
  • G09B23/02—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for mathematics
  • G09B23/04—Models for scientific, medical, or mathematical purposes, e.g. full-sized devices for demonstration purposes for mathematics for geometry, trigonometry, projection or perspective

Definitions

• the present invention relates to a set of materials for educational or educational purposes for learning numeration and / or measurement, namely, the decimal system, the metric system, arithmetic ...
• US Patent 2803069 of August 20, 1957 discloses an educational device developed for the understanding of units, unit fractions as well as the addition and subtraction of fractions.
• This device is a trimmer carried by an easel and having graduated units "slidable" along a strip. The units can be slid but not extracted and repositioned because the ends of the adjuster are fixed.
• Such a trimmer has a multiple or a sub-multiple of each unit: one inch, two half inches, four quarters of an inch, eight eighths of an inch, and sixteen sixteenths of an inch allowing the child to properly represent the splitting and measuring system. On each subunit are written the fraction and the corresponding graduations for the reconstitution of an inch. Being able to slide the elements relative to each other but also to isolate adjacent elements provides a good help to children in difficulty for such learning, but this device has certain limitations as to its inflexibility.
• This device relates to a rule for measuring a distance, for the construction of linear objects and for the connection between a unit of measure and the fractional increments of said unit of measurement.
• This device overcomes the difficulties of understanding and use of some children against a standard graduated rule. Indeed, this device proposes to independently represent each of the fractional subunits of the standard unit with a different color graduation for each of the subunits. Several rules The graduations are then superimposed with an alignment of the marks of the standard unit of measure and marks of the fractions of the standard unit of measure. This then makes it possible to visualize the correspondences existing between each unit and sub-unit.
• a meter for teaching consisting of a juxtaposition of elements (1, 2, 3) having the subunit dimensions of the meter (dm, cm, mm). These elements are carried by a rigid rod bearing graduations. Once, these elements juxtaposed, they are identifiable only by their line of separation which amounts to a graduation.
• the educational-office materials used by the visually impaired or the blind show a representation with an alternation of color and the system of graduations reproduces in relief, the concern being to create a strong visual contrast but not to identify the unit by a space of a determined length.
• the terminals (graduations) are kept and highlighted and the adjacent units are not differentiated in a tactile way.
• Such material certainly helps children to use the rule but not in the learning of the digital and decimal system.
• such a material with a high color contrast for the visually impaired can only be used for wide intervals, the disability of these people does not distinguish this contrast on the interval in millimeters or centimeters.
• a gauge device allowing the seafarers to quickly visualize the flood and the water level is very close to the CELDA material described above and the presentation of the present invention set out below, it possesses also an alternation of color (black and white usually) but always has a graduation as well as numbering to know a precise value.
• Document FR 2,746,345 discloses a teaching aid for writing consisting of a colored band comprising several colored signs or patterns (at least 6), of identical or similar shape, of different colors, which are aligned along said colored band, preferably regularly spaced one step apart.
• Said signs consist, for example, of square, rectangular, round, star-shaped, and so on. or more generally by a graphic mark (number, letter, drawing in particular).
• Such a tool because of the presence of many different colors or colors along this colored band stimulate the imagination and favor, by the evocative character of the different colors, the reflection and the creativity in the works of writing.
• This tool can be used to measure.
• it is a prismatic rule with two walls inclined relative to each other, one bearing a graduation at regular intervals and the other bearing said colored band without being mentioned. that there is a relation between the graduation represented on a face and the colored signs, for example rectangles or colored spots.
• the purpose of the tool described in this document is therefore to assist in writing and in fact comprises means for securing to a writing medium.
• it has signs, preferably spaced one step apart, but this step is random and does not seem to correspond to a precise measurement unit such as mm, cm, dm or m.
• this tool is made to measure and is provided with a graduation with the terminals represented regular intervals. There are at least two terminals marked by a graduation and an interval between them which is represented in a manner different from the terminals themselves.
• Such a tool is by no means intended and can not be used as a support for numeracy and / or measurement learning, namely, the decimal system, the metric system, arithmetic, etc.
• a snap-on adapter for an architect's rule has been proposed.
• the adapter is triangular and has sections with six scales. One of these sections may have one or two overlapping graduations corresponding to different units or measurement reports.
• EP 1 022 156 is described a size conversion instrument.
• This instrument consists of two rules of the same shape that can be assembled by screw or by pressure to make their use easier. These two rules are graduated and have two colors per face, the colors being separated in the direction of the length of the rule and the ends of the graduated rulers are differentiated. This helps reproduction by drawing by using distinct and ordered colors to facilitate the identification of the survey and the report of dimensions and in specific proportions without having to make calculations or grids.
• the aim of the invention is to be able to materialize each interval differently from the others.
• the present invention proposes to represent a measurement system by eliminating the materialization of the terminals and by focusing attention on the interval itself of the studied unit.
• the present invention relates to a measuring and counting teaching material, on which is carried at least one standard measuring unit defining a section on said material, said material being characterized in that each section of the material corresponding to a unit standard measurement device comprises at least one means of visual identification and / or tactile of said section, present continuously over the entire section itself, and in that the means of visual identification and / or tactile adjacent sections are separate so that each section of said material is identifiable with respect to the adjacent section (s).
• a section is identifiable independently of the adjacent section or sections because each section is identifiable as a whole and continuously by at least one visual and / or tactile identification means, present in an identical manner on the whole. said section, that is to say that there is no distinction between the terminals of the section and the interval between terminals itself represented by said section, the section being for example of the same color on together, or having a rough surface and / or both at the same time.
• the present invention has the advantage of materializing the interval itself as a solid element and this by means of identification over the entire interval allowing its differentiation of adjacent intervals. More specifically, the present invention proposes to materialize the distance itself existing between the two terminals which are then no longer represented as they were on the different teaching materials of the prior art, namely by a graduation and / or figures.
• such a teaching material according to the present invention not only makes it possible to overcome the graduation but also the numbering and thus the concept of zero which is very complex for children and especially kindergarten children.
• the notions of distance and numeration it is difficult to conceive that one sees but does not take into consideration the zero of a rule.
• the measurement system as it is taught in a classical way, integrates the concept of vector (a notion acquired late) which implies an origin, an end and an orientation.
• the teaching material according to the present invention makes it possible to advantageously approach these notions of measurement without determining a predefined reading direction. Indeed, children will be able to count and measure starting from the right and going to the left and vice versa.
• Such educational and educational material will therefore be particularly suitable for distance measurement.
• a decimeter is the ideal unit of measurement at the age of entry into kindergarten: neither too big nor too small, the size of a hand, it allows a child to measure his height and to say it in the most just way possible, for example, "I measure 9 decimetres! ".
• the teaching materials according to the present invention have the particularity of treating each multiple or sub-multiple of a given measurement unit (for example by the meter) as if it were a unit in itself, independent of the others, ⁇ It is therefore no longer necessary to master the decimal system to start measuring with sub-multiples and multiples of a given unit of measure (for example, the meter) as early as 3 or 4 years. On the other hand, matching these different "units" allows the children to discover the decimal structure to finally access the notion of multiples and submultiples. While we usually start from the decimal structure . to construct the elements that are the multiples and submultiples of a given unit of measure (for example the meter), the approach adopted with the materials according to the present invention consists from these isolated elements to deduce the decimal structure of all.
• these different teaching materials having the advantage of being able to be used by children from kindergarten, may thus help to prevent later difficulties in learning with conventional methods of measurement and counting systems. These materials prepare children to think and learn more easily.
• the standard unit of measurement may be the meter or the thumb or any other unit of measurement, especially a distance measurement.
• Figure 1 is a top plan view of a 20 cm monorelig with a unit of one millimeter.
• Figure 1a is a side perspective view of a monobaguette whose unit is the millimeter.
• Figure 2 shows a top plan view of a 20 cm monorelig, the unit of which is the centimeter.
• Figure 2a is a perspective view of a monobaguette whose unit is the centimeter.
• Figure 3 shows a top plan view of a 20 cm monorail, the unit of which is the decimeter.
• Figure 3a is a perspective view of a monobaguette whose unit is the decimeter.
• Figure 4 is a perspective view of a monobaguette whose unit is the meter.
• Figure 5 shows a top plan view of a single 20 cm decirègle. . ;
• Figure 6 shows a plan view of a symmetrical decirègle of 20 cm.
• Figure 7 shows a perspective view from above of a deciruban carrying four different measurement units: the decameter, the meter, the decimeter and the centimeter.
• Figure 8 shows a perspective view of a side (cm and dm) of a decibar with the scale of millimeters, centimeters, decimetres and meter.
• FIG. 9 shows a perspective view of the other side (mm and m) of this same decibaguette seen in FIG. 8.
• Figure 10 shows a top plan view of a 30 cm transition decirle.
• Figure 10a shows an enlarged view of the decirègle shown in Figure 10.
• Figure 11 shows a perspective view of a decirre according to one embodiment of the invention.
• Figures 12a, b, c, d, e, f respectively show a sectional view of monoréges connectable by several connection mechanisms to reconstruct a decirègle.
• FIGS. 13a, b, c, d, e, f, g, h, i, j show a sectional view of monoreconds connectable according to a plurality of connection mechanisms for reconstituting a decirègle.
• Figures 14a, b, c show perspective views of another embodiment with a passage from the unit in centimeters to the unit in decimeters.
• Fig. 15 shows a perspective view of another embodiment of the invention in block units (mm, cm and dm).
• Fig. 16 is a side perspective view of another embodiment of the invention in block units (cm and dm).
• Figures 17a and 17b respectively show a plan view of an alternative embodiment of the invention.
• the measurement and counting teaching equipment comprises at least one standard measurement unit defining a section on said equipment.
• Each section of the equipment corresponding to a standard measurement unit then comprises a means of visual identification and / or touch of said section, present continuously over the entire section itself.
• the visual and / or tactile identification means of adjacent sections are distinct so that each section of said material is identifiable with respect to the adjacent section (s).
• the teaching and educational material has a single unit of measurement corresponding to a section, represented by an alternation of two distinct means of identifying the entire section corresponding to the unit of measurement.
• These identification means may be visual means, for example two different visual means alternately, such as two colors 2, 3 reflective materials, lights ... and / or tactile for example two separate tactile means alternately, such as rough / smooth, velvety / smooth, adhering / smooth, cold / warm ... or a combination of visual and tactile means.
• the teaching material may be of different dimensions, for example 10, 20, 30, 50 or 100 cm.
• This teaching material may be in various forms, for example a ribbon 100, flat rules 10 may be of the same dimensions as the conventional rules currently available commercially or rods 1 round section, square, drop-shaped to avoid to roll or any another form allowing the visualization of the units of measurement represented by the alternation of the identification means.
• These educational tools 1, 10, 100 can thus have an alternation of at least two distinct identification means, ie every millimeter, each section of 1 mm being represented by a color 2, 3 (FIGS. 1 and 1a), ie every centimeter, each section of 1 cm being represented by a color 2, 3 alternately (FIGS. 2 and 2a), or all the decimetres, each section of 1 dm being represented by a color 2, 3 alternately ( Figures 3 and 3a).
• the material will no longer present alternating means of identification since only one means of identification 2 or 3 will be present ( Figure 4), to represent the single section corresponding to the measurement unit Im.
• monobaguettes can be of several dimensions. In general, they are for example 50 cm with a diameter of 10 mm or 100 cm with a diameter of 15 mm.
• the educational and teaching materials comprise at least two units of measurement on the same material.
• the at least two different types of measurement units can be presented simply or symmetrically.
• FIG. 5 illustrates a rule 10a in simple mode: the material has a juxtaposed disposition of the different types of measurement units and this, in the width direction of the rule 10a.
• a rule is called a decree rule 10a.
• a length representing an edge of said decirle will be visualized as an alternation of two identification means, two colors 2, 3 representing each 1 millimeter (mm) section, on the other edge of the length of said decirègle.
• an alternation of identification means the same two colors 2, 3 alternately representing each decimeter section (dm) and in the center, that is to say between these two representations of distance, an alternation of identification means 2, 3 representing the sections corresponding to centimeters (cm).
• the simple mode has a representation of mm then cm then dm (mm, cm, dm).
• the units used on these materials may be indicated by an inscription symbolizing the scales concerned, for example in the form centimeter, centimeter or cm, according to the language used.
• the identification means 2, 3 representing the millimeters are present on the two length edges of said decirègle 10 'a and juxtaposed with these representations, FIG. identification 2, 3 materializing the centimeters and finally in the center of said decirègle, juxtaposed to the identification means centimeters, identification means 2, 3 of the decimetres and thus providing an axis of symmetry of said decirègle 10'a.
• the symmetrical mode has a representation of mm then cm then dm then cm then mm (mm, cm, dm, cm, mm).
• this educational material may be in different forms, namely a flat rule 10a, 10'a, as we have just seen, or a rod, the so-called decibaguette as visible at Figures 8 and 9, or any other material adapted to present the measurement unit or units in the form of a ribbon 100, called a deciruban and illustrated in Figure 7, and allowing a winding.
• These devices carry at least two scales of measurement and in particular units of distance. It is thus easier to visualize the direct correspondence existing between the different units of measurement represented on the teaching material and this without being limited to the limits or graduations represented by the other pedagogical tools existing in the prior art, nor by the numbering generally from 0 to at least 10. Thus, it is measured by counting the number of sections of the largest unit of measurement then the number of sections of the next subunit of measurement and so on.
• Another embodiment of the present invention consists in proposing a set of cubes, a succession of cubes slipped on an elastic rope forming a snake.
• Each cube measures, for example, one centimeter and on each cube, at least two of the faces are used for the learning and mentalization of the correspondences existing between each unit of measurement.
• Each of the faces will carry a ladder like this has already been presented with the decircles and decibagettes.
• Such material provides more flexibility because it allows a rotation of the cubes that can then remain in place and thus freeze the structure of the snake. This makes it easier to measure a distance.
• three faces of the cubes are used.
• one side will carry an alternation of identification means on the scale of millUmeters so a face will then wear ten alternations of identification means corresponding to 10 mm.
• Another face will carry the scale of cm so each cube will carry a means of identification different from its neighbor.
• the third face will represent the scale of the dm with alternating identification means every ten cubes every 10 cm or every dm. If the length of the snake allows, the fourth face of the cubes can be used to represent the scale of the meter. To become familiar with scales, to learn the system of measurement and numeration, it will be possible to use the snake and refine the measurement of the designated object using the appropriate scale.
• the child will first use the dm scale (2 1 dm sections) and then rotate the snake to view the face of the cubes representing cm scale (9 sections of 1 cm) then rotate the snake again to obtain the mm scale (7 sections of 1 mm). Without numbering, nor graduations, the child will be able to determine the measure of this length thanks to this educational and educational material. Then the cubes can be put back in place so that each scale is present on one and the same face of the snake and find thus the original model, that is to say without there being rotation cubes allowing to see appear several scales on a face of the snake.
• the replacement of the cubes is done during an extension of the elastic rope, which allows to release each of the lugs, present on one face of each cube, each of the holes on the face opposite the lug and put in relation to the lugs of the neighboring cube. Thanks to a difference of weight on each cube, one of the faces being weighed down, when the release of each cube of its neighbor, all the cubes will put in the same position with the heavy face down and the position of origin of the snake will be found.
• the present invention also provides a toise system made using a decibaguette in vertical position, of large diameter, preferably greater than 30 cm, on which are shown, juxtaposed around this pillar at least two scales of units of measurement by alternating identification means as described above.
• the reading direction of the decibaguette will be vertically.
• this teaching material will include the scales of mm, cm, dm and meter.
• the board carries a member or slider that can have different shapes (for example the cap of a mushroom or other shape, preferably attractive to children) movable along said material to measure a size or distance. This device will measure a child standing below.
• Said cursor can rotate around the decibaguette to refine the measurement of the size of the child with the different units present on said decibaguette-toise.
• the decibaguette thus realizes the pillar of the board and the movable slider allows measurement.
• This device also allows a child to represent in a playful way the correspondence between the different units and their usefulness. Such material is more for play areas and playgrounds and allows children and adults to measure their height.
• the present invention may be in the form of a transition decirègle, namely a decirègle carrying at least two means for identifying a unit of measurement and also bearing graduations allowing to see the terminals and optionally also including numberings.
• a transition decirègle namely a decirègle carrying at least two means for identifying a unit of measurement and also bearing graduations allowing to see the terminals and optionally also including numberings.
• Such material is illustrated in Figures 10 and 10bis where it is presented with an alternation of pastel colors to allow the child to detach gradually from this mode of representation without limit and where it also includes black graduations of a classic ruler , with the numbering.
• Figure 10a shows an enlargement of the first decimetre of the transition rule presented in Figure 10.
• the teaching and educational material is in the form of a wand called "magic".
• This device consists of the superposition of two rods, one being full Ib and realizing the heart of the rod “magic” and the other Ic being hollow, recessed, surrounding the previous and realizing the envelope of said wand "magic” .
• the hollow rod Ic is a kind of partially translucent sheath and can slide on the solid rod Ib.
• the solid rod Ib carries an alternation of two colors 2,3 representing a defined scale and the hollow rod Ic carries a alternation of at least one and the same color 2, 3 as said solid rod Ib and translucent section (s) 4 on the same scale as that of the solid rod, said hollow rod Ic covering said solid rod Ib, the sections identified by the same identification means 2, 3 superimposed on the equivalent portions of the solid rod (FIG.
• FIG. 14 shows how, by sliding the envelope strip Ic carrying the alternation of identification means 2, 3 every centimeter on the solid strip Ib described above, a "magic" stick with alternating identification means every decimetre, ie a measurement scale of a higher order. This principle allows the child to better visualize the splitting of a unit.
• This "magic" baguette material can not be provided with tactile means of identification because the solid rod Ib will be covered by the envelope wand Ic.
• the teaching and educational material of the present invention has connection means between different rules carrying a single unit of measure or monorecules. All monorets can then be juxtaposed by magnetic or mechanical connections.
• FIG. 11 illustrates a set of monochords of 30 cm connectable in symmetrical mode by magnetic connections, provided on each monorégle. This set consists of a monorègle connectable in mm 5a, a monorégle connectable in cm 5b and a monorégle connectable dm 5c.
• These monoréges can exist in model of 10, 20, 30 or 50 cm. They can also exist in a model of 100 cm with moreover a monorégle in meter.
• the assembly of monorules of 20 and 30 cm, alternating with monorules of 30 and 20 cm allows thanks to an overlap of 10 cm to reconstitute a decirègle of 50, 70, 80, 90, 100 cm or more to infinity. From a meter, monorules in meters can be connected to the whole.
• the addition of sections of 10 cm allows for lengths of 40 and 60 cm.
• the mode of magnetic connections is achieved by magnets incorporated in the ruler or reported above to ensure a ruler fit every 10 cm. For example, a magnet is placed 25mm from each edge of each decimetre. N / S polarities are the same on all monorets. These devices may exist for decirodes connectable in simple mode where the magnets are offset and in symmetrical mode where the magnets are centered on the width of the rule. To complete this magnetic device and to ensure a precise and integral adjustment of the rules between them, positioning means such as light bosses can be made in correspondence with complementary means such as light depressions on the adjacent faces of said rules Magnets provide the attraction at a distance and the holding force in place, while the reliefs ensure the precision and the solidarity of the whole.
• FIGS. 12 a, b, c, d, e, f illustrate mechanisms of identical monorange connections which, by partial overlap, make it possible to realize a simple decirègle.
• FIGS. 12 a, b, c, d, e, f illustrate mechanisms of identical monorange connections which, by partial overlap, make it possible to realize a simple decirègle.
• FIGS. 12 a, b, c, d, e, f illustrate mechanisms of identical monorange connections which, by partial overlap, make it possible to realize a simple decirègle.
• the teaching and educational materials for learning the counting and / or measuring may be in the form of unit blocks 6a, 6b, 6c. They are cylinders of identical diameters whose length is of a given unit (for example, mm (6c), cm (6b), dm (6a) or m).
• these cylinders 6a, 6b, 6c form a tower or a rod by magnetic or mechanical connections through studs or a central hole for threading on a rod or rope.
• These different unit-blocks make it possible to visualize the relationship existing between each unit and its sub-units.
• These unit-blocks can be in different forms: single-colored, two-color units-units alternating colors with each unit, bounded with a border underlining the extremities of each unit, degraded with a gradient marking the end as being the end of a continuum.
• FIG. 15 shows graded unit-units with two dissociated unit blocks 6c in mm, two stacked units-units 6b in cm and a unit block 6a in dm.
• the unit blocks may also be multiple unit blocks 7a, 7b, i.e., they contain a small section of their circumference showing the lower units along the entire length of the cylinder.
• Figure 16 shows an illustration of these multiple unit blocks. Indeed, there are observed on the left two blocks-units 7a in cm associated and having a portion of their circumference having the unit of mm. On the right, a unit block in dm 7b is shown, it also has two contiguous parts of its circumference representing the units in cm and the units in mm. On the section of these multiple unit blocks are written the units present on said block unit.
• the present invention proposes a standard base for unit-blocks on which a unit block is fixed. of each unit (mm, cm, dm and m). Each unit secured to the base is able to receive at least 9 similar units except for the meter.
• the pedestal units serve as a standard and the assembly is used to store 9 units of each class to measure up to 199 mm.
• the materials described in the preceding examples according to the present invention comprise visual means of identification of section-unit of measurement.
• each material may include a logo indicating the name of the unit of the scale concerned, for example in the form of millimeters, millimeters or mm, in accordance with to the language used. Except the "magic" baguette material, all the materials presented above and constituting the present invention can be declined in versions adapted to the visually impaired. Indeed, as explained above, the identification means of each section-unit of measurement can be tactile means, namely an alternation of smooth / velvety textures, smooth / rough, smooth / adherent or any other means allowing a distinction touch.
• a material according to the invention may also be made in a form particularly well suited for use in the exercise of sport.
• the material according to the invention may consist of a rope, 10 meters for example, having an alternation of colors and / or textures on each adjacent section of 1 meter.
• several scales of units of measurement are juxtaposed on the circumference of the rope.
• Such material is particularly suitable for measuring the long jump or the shot put, the javelin ... in that it allows reading from afar while a tape measure is readable only by the person taking the measured.
• the material according to the invention is made in the form of high jump posts, for example on the model of the decibaguettes.
• the material according to the invention is in the form of a rigid vertical structure for inserting into each post unit blocks (already described above), the jump rope resting on the block. upper unit. The implementation of unit blocks promotes the learning of metric and digital systems during the sporting activity.
• Another material consists of felts 8 whose body 8a measures on its main part, for example 1 dm while the cap 8b measures 1 cm as shown in Figure 17a.
• the body 8a and the cap 8b each have a female part 9a and a male part 9b nestable, each male portion 9b of the body 8a or the cap 8b fitting into the female portion 9a of another body 8a or a another cap 8b adjacent ( Figure 17b). It follows that they thus constitute unit-blocks of an interconnectable dm 8a or cm 8b, each having a means of identification such as the color of the felt, of the section thus represented, advantageously usable beyond of the exhaustion of the ink of the markers.

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• 2007
  • 2007-06-15 FR FR0704288A patent/FR2917529B1/fr not_active Expired - Fee Related
• 2008
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