Mathematical Teaching Device

This invention relates to an improved device for aiding in teaching addition and substraction to pre-school children, elementary school children and older children having learning disabilities. The prior art devices have utilized cumbersome and intricate structure which require manipulative and mental skills that the child does not have, or are so confusing as to detract the child from the lesson to be learned. The device when used in the hands of children should be simple to manipulate and compact to fit the small hands of the children. The device should be visually attractive and functional without extraneous "gadgets" to manipulate.

In view of the above, the main object of this invention is to provide a simple device to aid children in learning of addition and subtraction.

Another object is to provide a mathematical learning device which utilizes visual means to explain the properties of addition and substraction.

Still another object is to provide an individualized mathematical learning device which can fit into the hands of small children.

Yet another object of this invention is to provide a mathematical learning device for children which reinforces their vocabulary on the properties of addition and substraction.

Other features and many attendant advantages of this invention will be readily appreciated as the invention becomes better understood from the following description taken in connection with the illustrative embodiments in the accompanying drawings wherein:

FIG. 1 shows a perspective view of the mathematical teaching device.

FIG. 2 shows a section through the center of the mathematical teaching device.

FIG. 3 shows a view looking at the back or opposite side of the mathematical teaching device.

Referring to the drawings and initially to FIG. 1 there is seen an enclosed container 10 having three compartments labelled A, B and C. The container 10 is formed by a base 16, endwalls 12,12, a top plate 14, a face plate 22, and a back plate 24. The compartments A, B and C in container 10 are formed by a semi-interior plate 18 and a full interior plate 20 equidistantly spaced from endwalls 12,12 and essentially parallel to each other. Semi-interior plate 18 is affixed to base 16, and is approximately two thirds the height of endwalls 12,12. Full interior plate 20 is affixed to base 16 and to top plate 14 and forms a closed compartment C with one endwall 12. Semi-interior plate 18 forms semi-enclosed compartment A with the opposite end wall 12 and semi enclosed compartment B with full interior plate 20. Compartments A, B and C are sealed by face plate 20 and back plate 24. Face plate 20 is affixed to the base 16, top plate 14, and end walls 12,12, and abutting one of the sides of semi-interior plate 18 and full interior plate 20. Back plate 24 is also affixed to the base 16, top plate 14 and end walls 12,12 and abuts the other sides of semi-interior plate 18 and full interior plate 20. Prior to sealing the compartments A, B and C items, such as colored beads or marbles, are inserted into the compartments in such a way that the number of marbles sealed in compartment C is equal to the sum of the number of marbles inserted into compartments A and B. The face plate 22 has indicia near its top which has a plus (+) sign above semi-interior plate 18, an equal (=) sign in the ame plane as one end of full interior plate 20, and a number in compartment C equal to the number of items sealed in compartment C. Face plate 22 and back plate 24 are made of a transparent material such as lucite. The other plates or endwalls may also be made of the same material but is not essential to this invention. The base, plates and walls which are affixed may be affixed by an adhesive and/or fasteners (not shown).

FIG. 2 is a section through container 10 showing compartments A, B and C with the items in each compartment, the opening at the top portion between compartments A and B and the sealed compartment C.

FIG. 3 is a view of container 10 looking at the back plate 24 showing compartments A, B and C as described above, but now in the reverse order. The back plate 24 has indicia near its top portion which has a number in compartment C equal to the sum of the items in compartments B and C, a minus (-) sign in the same plane as the end of full interior plate 20, and an equal (=) sign above semi interior plate 18.

A child utilizes the teaching device in the following manner. With top plate 14 removed, the instructor inserts a number of items 26, into compartment C and an equal number of items 26 into compartment B. The top plate 14 is then affixed by the instructor to the endwalls 12,12 and plates 22 and 24 by fasteners or equivalent means, not shown. The indicia on the face plate and back plate has the number of items sealed in compartment C written on the indicia covering compartment C. This may be any number the instructor desires, however for our example we have used the number 7. The sealed container is then given by the child to manipulate. By looking at and through the face plate 22 the child sees no items in compartment A, seven items in compartment B and seven items in compartment C. The child can then visually see and/or write down on the indicia above each compartment the number of items in each compartment and logically follow the addition equation on the indicia of 0+7=7. The writing of the child is erased, but the number over compartment C is written in ink and remains. The child may then turn the container 10 upside down, and shake it vigorously from side to side and then place it upright sitting on base 16. When placed upright some of the items have shifted from compartment B to compartment A, as shown in our figures of six items now in compartment A and one in compartment B. The child now repeats the process of visualizing and/or writing on the indicia the equation of 6+1=7. This can be repeated any number of times by the child wherein the child sees all the combinations of addends which equal the sum 7. To help the child's vocabulary the word addend may be written above the indicia in compartment A and B and the word sum in compartment C.

On the reverse side of container 10, looking at back plate 24, the child sees the fixed number of items in compartment C from which is substracted the number of items in compartment B and equals the number of items in compartment A. The same process as described above for addition is looked at in reverse and amounts to subtraction. In FIG. 3 the child sees 7 items in compartment C, one item in compartment B and 6 times in compartment A and can visualize and/or write on the indicia the equation 7-1=6. Again this may be repeated by the child mixing the items in container A and B as described above to see the differences which result from the various subrahends from the number 7.

Having thus described the invention and advantages thereof, it will be understood that the foregoing disclosure relates not only to preferred embodiments of the invention, but it is also intended to cover all changes and modifications of the invention selected for the purpose of disclosure without departing from the true spirit and scope thereof.