Abstract:
Apparatus for teaching mathematics has numerical and mathematical operational inputs by way of coded cards placed in respective card readers and a keypad that produces number values and numerical equations. The number values and equation results are compared to the numeric value of weight objects placed on a scale by the student. The apparatus is bi-directional in that unit weights are placed on the scale to attempt to match the numeric values and the equation solution values produced by the cards and keypad or the cards and keypad entries for numerical values and equations are made to match the numeric value of the unit weight objects on the scale. The student is informed of the result of the comparison in terms of correct or incorrect, or by explanatory messages to either increase or decrease the unit weight value or change the number value or the equation.

Description:
FIELD OF THE INVENTION 
     The invention relates to apparatus for teaching mathematics to young children using a combination of visual, tactile and auditory stimuli. 
     BACKGROUND OF THE INVENTION 
     The teachings of mathematical techniques and apparatus have been used to try to achieve this goal. The types of apparatus used include passive items such as flash cards, numeric boards, balance beams, beads, etc. Active type apparatus includes devices which signal by light or sound the correct identification of a number or the solving of a simple equation. 
     Various studies have shown that the learning experience of a young child is enhanced by using a plurality of physical stimuli at the time of a learning event. It is postulated that the more stimuli that are used at the same time to demonstrate a particular event, the more effective will be the learning experience and the achievement of positive learning results. In addition, the learning experience for the young child should be made as pleasant as possible, to maintain interest while either performing a learning experience activity or watching it being performed. The learning experience is enhanced if the student has a sense of mastery of the subject, that is, has the experience of achieving positive results for the effort expended. 
     BRIEF DESCRIPTION OF THE INVENTION 
     The present invention is an electronic apparatus that presents the child performing an activity in learning mathematics with a plurality of physical stimuli and an indication of achieving a positive result. In accordance with the invention, there are a plurality of numeric cards. Each numeric card has a visible number, preferably of a single digit from 0 to 9 for young children although each of the cards can have two or more digits. Each numeric card also has an electronic code that corresponds to the numeric value of the visible number. There also are arithmetic operational cards each having a visible symbol corresponding to a mathematical operation of addition, subtraction multiplication and division. Each arithmetic operation card also has an electronic code that corresponds to the visibly displayed operation. 
     The apparatus also includes a plurality of unit weight objects, such as cubical shaped blocks, each of which corresponds to one numerical unit, that is the number 1, or a multiple of one numeric unit, for example the number 5. There is a weighing device, such as an electronic scale having a digital output, on which the unit weight objects are placed. The student places unit weight objects on the scale which produces a unit weight number value signal that is the total of the numeric value of the unit weight objects on the scale. 
     There are a first and second card readers, each for accepting and reading the electronic code from a numerical card and for producing a respective number value signal corresponding to the visible number value of the accepted numeric card or cards. A third card reader accepts an arithmetic operation card and reads its corresponding electronic code and produces an operational signal. The three card readers are preferably mounted in a housing that has a visual display and sound apparatus formed by a sound chip and a speaker. The apparatus also includes a microprocessor that receives the number value signal produced by the first and second card readers, the operational signal produced by the third card reader, and the unit weight number value signal. 
     A plurality of learning modes are available using the apparatus of the invention. The microprocessor is programmed to control the operation of the display and speaker apparatus to display and/or speak the result of a selected type of learning mode. In a first mode, the child presents a numerical card to one or both of the first and second card readers and a number value signal is produced that is supplied to the microprocessor. The student then places one or more of the unit weight objects on the scale that he thinks corresponds to the card numbers and the scale produces the unit weight number value signal that is supplied to the microprocessor. The microprocessor operates to produce a result signal of the comparison of the number value signal and the unit weight number value signal. The processor operates the speaker and/or display as selected to enunciate and/or display a message that the value of the unit weight objects placed on the scale equals the visible number on the numeric card or cards or that there are not enough or too many unit weight objects on the scale. In the latter two cases the student is instructed to try again by adding or taking away unit weight objects for the scale. The operation is repeated until a correct answer is obtained. 
     In a second learning mode, a numeric card is accepted in both the first and second card readers and an arithmetic operation card in the third card reader. This constructs an equation and the processor uses the number value and operational signals from the card readers and performs the calculation of the equation and produces a solution value signal, much like a calculator. The student tries to solve the equation by placing unit weight objects on the scale. The microprocessor operates to compare the unit weight number value signal produced by the scale with the solution value signal which is the numerical result of the equation solution. The student is informed by the speaker and/or display as to whether the equation has been correctly solved or if unit weight objects have to be added to or taken away from the scale. In the cases of the student not correctly solving the equation, the steps of the student placing unit weight objects on or removing them from the scale and informing the student of the result are repeated. 
     The system is bi-directional and provides third and fourth learning modes that respectively correspond to the first and second modes. That is, in a third mode a student or the teacher places one or more unit weight objects on the scale and the unit weight number value signal corresponding to the number of weight units placed on the scale is supplied to the processor. This number can be displayed or announced as an aid in teaching the student how to count. The student then selects a numeric card or cards having the number that the student believes corresponds to the number of unit weights on the scale and places the cards in one of the first or second card readers which produce the number value signal. The microprocessor compares the unit weight number value signal and the number value signal and operates the speaker and/or the display to advise the student if the number on the numeric card or cards selected is the correct number that corresponds to the number value of unit weight objects placed on the scale, or that the number is too high or too low. In the latter cases the student adds weights to or takes them away from the scale, the comparison of the number value signal and the unit weight number value signal, and the result is made known to the student. This is continued until the correct result is obtained. 
     In a fourth learning mode, a number of unit weight objects are placed on the scale. The student tries to construct an equation having a numerical solution value that corresponds to the numerical value of the unit weight objects on the scale. This is done by placing two of the numeric cards and one with a mathematical operation symbol in the card readers to form the equation. The correctness of the result of the card selection that builds the equation is displayed and/or enunciated as described for the third mode. The student modifies the equation until it has a solution value that is that of the numerical value of the unit weight objects on the scale. 
     The apparatus includes a keypad with numbers and mathematical operational symbols, such as found in an electronic calculator. The numbers and the operational symbols on the keypad can be used to replace the numeric and operational cards that are presented to the card readers in the four learning modes described above. That is, the keypad operates in an analog version of all of the four learning modes previously described. 
     The apparatus can operate incrementally as one unit weight object at a time is placed on or removed from the scale or in a batch mode as a group of weight unit objects are placed on or removed from the scale at the same time. As previously indicated, a weight object can have a multiple unit number value. The display also can display messages which can be in color to signal progress, that is for example, red for too may unit weights, yellow for not enough and green for the correct number. 
    
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
       Other objects and advantages of the present invention become more apparent upon reference to the following specification and annexed drawings in which: 
         FIG. 1  is a diagrammatic view of the apparatus of the present invention; 
         FIG. 2  is a schematic diagram of the electronic circuit of the apparatus of  FIG. 1 ; 
         FIGS. 3A-3D  are flow charts showing the operation of the apparatus of the present invention in various modes of operation; and 
         FIG. 4  illustrates the operation of the keypad functions in the various learning modes. 
     
    
    
     DETAILED DESCRIPTION OF THE INVENTION 
     Referring to  FIGS. 1 and 2 , there is a housing  12  of a suitable material, such as a plastic that is resistant to breakage. The housing  12  is illustratively shown as having three slots  15 ,  17 , and  19  to access card readers  16 ,  18  and  20  within the housing, respectively. The two end slots  16  and  18  are for receiving a type of card  22 , hereafter called a “numerical card,” that has a visible number printed or painted on it. The numeric cards  22  can have a single numerical digit, e.g. 0 to 9, or multiple digits, e.g. 11 to 99. Single digit numeric cards are used at the beginning of the learning experience for younger children. Multiple digit numeric cards with higher numbers will be used as the learning process progresses. The third middle slot  20  is to receive a card  24 , hereafter called an “operation card,” on which there is a mathematical operational symbol for one of addition, subtraction, multiplication, and division. It is preferred that at least one physical dimension, such as the width, of the numeric cards  22  differ from that of the operation card  24 . Therefore, the two slots  15  and  17  for the card readers  16  and  18  would have the same width and the slot  19  for the card reader  20  would have a different width. 
     A machine readable code  30  is located on each type of card  22  and  24  for use in allowing the card readers  16 ,  18  and  20  within the housing  12  to recognize the value or operation indicated by the card. Each of the card readers has a conventional construction so that, for example, each card  22  and  24  has a barcode, magnetic stripe, or optically recognized pattern that corresponds to the number or mathematical operation symbol appearing on it. 
     A machine readable code  30  is on each type of card  22  and  24  for use to be recognized by the card readers  16 ,  18  and  20  within the housing  12 . Each of the card readers is a conventional construction so that, for example, each card  22  and  24  has a barcode, magnetic stripe, or optically recognized pattern that corresponds to the number or mathematical operation symbol appearing on it. 
     Also within the module housing  12  are suitable electronic circuits and components for operating the apparatus. These include a microprocessor  70  that preferably has an internal memory. Each of the readers recognizes the code on the card and converts it to digital form that is supplied to and is to be used by the microprocessor  70 . The card readers  16  and  18  produce number value signals and card reader  20  produces an operational signal. 
     The housing  12  also includes a display  40 . Display  40  is of the conventional LCD or LED type and preferably can display all letters, numbers and pictures, and preferably is also able to display in different colors. The housing  12  also has a conventional keyboard  46  with keys that are numbered 0-9 and keys corresponding to the mathematical operation symbols. Within the housing  12  there is a speaker  50  for producing various sounds and messages generated by a sound chip  52  controlled by the microprocessor  70  as described below. The sound chip is conventional and produces messages as controlled by the microprocessor to be enunciated by the speaker or a headset. 
     There also is an operation mode selector switch  53  to select the learning mode in which the apparatus is to operate. Additionally, there is a switch  54  by which either one or both of the display  40  and speaker  50  can be selected to operate, or both can be disabled. There also is a card reader/keypad switch  57  which selects operation of the apparatus in response to cards  22  and  24  presented to the card readers or using the keypad  46 . The switches  53 ,  54  and  57  can be of the usual mechanical type or membrane type. They also can be linked with the display  40  and/or speaker  50  to show or enunciate switch selection. 
     A scale  60  is provided that has a platform  62  on which unit weight objects  64  are placed. While in the drawing the scale is shown separately, it can be integrated with the housing  12 . The scale  60  has a sensor, such as a strain gauge, and suitable circuitry that converts the weight of the unit weight objects  64  placed on its platform  62  into digital signal form. This information is conveyed to the microprocessor  70  in the module  10  over leads  66  as the unit weight number value signal. The unit weight objects  64  can have any desired shape, such as cubical. The actual weight of each unit weight corresponds to one number unit of a numeric card  22 . For example, five unit weights  64  would correspond to the number 5. There can be a multiple value unit weight object which has an actual weight that is a multiple of a unit weight equal to one number unit. For example, a multiple unit weight of 5 would be of five times larger size, and/or a material of a greater weight density, than the standard unit weight  64  corresponding to one number unit. Therefore, the scale  60  produces a digital unit weight number value signal that corresponds to an actual weight value. 
     The apparatus has four learning modes of operation as selected by the mode switch  53  that sets the microprocessor to perform the various functions and operations of the selected mode. The four modes are: 
     1 single or two numeric cards used to teach number identification; 
     2 two numeric cards and an operational card used to teach the solving of equations; 
     3 selection of one or two numeric cards to match the value of the weight of the unit weight objects on the scale; and 
     4 selection of two numeric cards and an operational card to construct an equation to match the weight value of unit weight objects placed on the scale. 
     The four learning modes are described below referring to the corresponding flow charts of  FIGS. 3A-3D  for each mode. In the following description of the four modes, it is assumed that the input select switch  57  has been set to select an operation using the cards  22  and  24  presented to the card readers. The alternate mode of operating the apparatus using the keypad is described below with respect to  FIG. 4 . 
     Mode 1. See  FIG. 3  A 
     S 101  mode switch  53  is operated to select the mode 
     S 103  output switch  54  is operated to select whether the display  40 , speaker  50 , or both the display and the speaker are to be operated. Operation steps S 101  and S 103  are usually performed by the teacher and these two switches can be key locked if desired. 
     S 105  the student inserts a numeric card  22  in to the slots for one or both of card readers  16  and  18 . The number visible to the student on the inserted numeric card is detected by the reader adjacent the slot and is converted to a number value signal in digital form that is supplied to and set into the microprocessor  70  memory. Depending on the number for each of the numeric cards, one or two cards can form almost any number. For teaching young students, it is preferred that numeric cards corresponding to single number digits be used, that is, from 0-9. Thus, two single-digit numeric cards  22  can form any number up to 99. 
     S 107  the microprocessor is programmed to operate one or both of the display  40  or the sound chip and speaker  52 ,  50  as selected by output switch  54 . The display preferably shows both the number on the card and a picture of a number of objects, such as animals, corresponding to the number of the card. The microprocessor can be programmed to control the sound chip  52  and speaker  50  to enunciate a phrase such as “You have inserted the number X (where X equals the number on the numeric card or cards)” or to just speak the number. 
     S 109  the student places an amount of the unit weight objects  64  on the scale platform  62  that he thinks will correspond to the visible number of the card or cards  22 . The teacher can instruct the student to place only one unit weight object  64  at a time on the scale platform or to place any number of the unit weight objects that the student wishes. The multiple value unit weights also can be used. The scale converts the numeric weight value of the unit weight objects on its platform into a digital unit weight value number signal that is supplied to the microprocessor  70 . 
     S 111  The microprocessor  70  operates the display  40  and/or the speaker  50  as selected by switch  54  to display a message corresponding to the numerical value of the weight units placed on the scale. This step is optional and can be omitted if desired. 
     S 113  the microprocessor compares the unit weight value number signal supplied to it from the scale in S 109  against the number value signal of the value of the number on the numeric card or cards  22  as read by the card reader or readers in S 105 . 
     S 115  if the result of the comparison of S 113  is YES, that is, the unit weight value number signal and the number values signal match, then the microprocessor operates the display and/or speaker to convey the information result such as, “you have placed Y weight units on the scale and that is the correct amount” 
     S 117  if the result of the comparison of S 113  is NO, that is, the unit weight value number signal and the number value signal of the numeric card or cards  22  do not match, then the microprocessor operates the display and/or speaker to convey one of the two information results: “You are not correct because you have placed Y weight units on the scale and that is not enough”, or “You are not correct because have placed Y weight units on the scale, and that is too many”. There can also be a direction to add or remove weights. As an alternative, there can be only a simple message that: “You are not correct so please try again”. The student returns to step S 109  and weight units are added to or removed from the scale. S 111  and S 113  are repeated until the comparison results in a YES so that the success message of S 115  is produced by the display and/or speaker. 
     Mode 2. See  FIG. 3B   
     S 201  switch  53  is operated to select the mode. 
     S 203  switch  54  is operated to select whether the display  40 , speaker  50 , or both display and speaker are to be operated. Like S 101  and S 103  described above, these steps are usually performed by the teacher and these two switches can be key locked if desired. 
     S 205  a numeric card  22  is inserted into the slots for each of the card readers  16  and  18  and first and second number value signals are produced and supplied to the microprocessor. 
     S 207  an operation card  24  with a mathematical operational symbol is inserted into the card reader  20  slot and a mathematical operational signal is produced and supplied to the microprocessor. In S 205  and S 207  the teacher can provide the cards to the student to control the degree of difficulty of the equation to be solved and the manner in which the student is progressing with the learning experience. That is, the teacher would normally start with simple equations of addition and subtraction with lower value numbers and progress to more difficult equations with higher numbers and multiplication and division operations. 
     S 209  after the three cards are inserted into the card reader slots the microprocessor operates like a conventional calculator in response to the first and second number value signals and the mathematical operational signal to solve the equation and produce a numerical solution value signal for the equation. This is stored in the microprocessor. The microprocessor can be programmed to operate the display  40  to display the equation and/or enunciate it by way of the sound chip  52  and the speaker  50  with a message such as: “What is the number of weight units that solves the problem X+Y=?”. This instructs the student to associate equations with the numbers on the numeric cards  22  and the arithmetical operational symbol on an operational card  24 . 
     S 211  the student places an amount of the unit weight objects  64  on the scale  62  that he thinks will solve the equation. The teacher can instruct the student to place only one unit weight object at a time on the scale platform or to place any number that the student wishes. The scale converts the number value of unit weight objects on its platform into the digital unit weight number value signal that is supplied to the microprocessor. 
     S 213  the microprocessor operates in response to the unit number weight value signal information supplied by the scale to display or enunciate the number of unit weight units on the scale. This step is optional. 
     S 215  the microprocessor  70  compares the unit weight value number signal from the scale  60  produced in S 211  against the numerical solution value signal produced in S 209 , this being the numerical solution of the equation as set by the three cards inserted in the card readers in steps S 205  and S 207 . 
     S 217  if the result of the comparison of S 215  is YES, that is, the unit weight value number signal and the equation numerical solution value signal match, then the microprocessor operates the display and/or speaker to convey the information result: “You have placed Z weight value on the scale and that is the correct amount to solve the equation X+Y=Z.” 
     S 219  if the result of the comparison of S 215  is NO, that is, the unit weight value number signal and the equation numerical solution signal do not match, then the microprocessor operates the display and/or speaker to convey a simple “you are incorrect, try again, message or one of the two information results: “you are incorrect because you have placed X weight value on the scale and that is not enough”, or “you are incorrect because you have placed Y weight value on the scale, and that is too many”. There also can be a direction to add or remove weights. The student returns to step S 211  and weight unit objects are added to or removed from the scale. S 211  and S 213  are repeated until the comparison result of S 215  is a YES so that the success message of S 217  is produced by the display and/or speaker. 
     Mode 3. See  FIG. 3C . 
     As indicated above, the apparatus is bi-direction and mode 3 is substantially the reverse of mode 1. The teacher can use it to check the progress of the student. 
     S 301  mode 3 is selected. 
     S 303  operation of one or both of the display and or speaker is selected. 
     S 305  one or more of the unit weight objects is placed on the scale. These can be single or multiple unit weight value objects. A unit weight value number signal is produced by the scale and supplied to the microprocessor. 
     S 307  the microprocessor stores the unit weight value number signal from the scale. In this mode, it is preferred that only the speaker be actuated and that a message be enunciated as follows: “there are X weight value units on the scale. Insert a card number that corresponds to this number.” It is preferred that the numerical value not be displayed. If desired, the enunciation of the numerical value of the unit weight objects can be omitted. 
     S 309  the student takes the one or two numeric cards  22  that he thinks corresponds to the value of the unit weight objects on the scale and places it or them into the slots of the card readers  16  or  18 . A number value signal is produced that is supplied to the microprocessor. If two of the number cards  22  are used, then the microprocessor sums the numeric value of the two. 
     S 311  the speaker can be operated to enunciate the message “you have selected the member Y”. 
     S 313  the microprocessor compares the unit weight value number signal supplied to it from the scale in S 305  with the number value signal of the card or cards  22  as determined in S 309 . 
     S 315  if the result of the comparison of S 313  is YES, that is, the unit weight value number signal and the number value signal of the number on the card or cards  22  match, then microprocessor operates the display and/or speaker to convey the information result, “X weight units were on the scale and you have selected the right number card”. 
     S 317  if the result of the comparison of S 113  is NO, that is, the unit weight value number signal and the number value signal corresponding to the card or cards  22  do not match, then the microprocessor operates the display and/or speaker to convey the message: “You are not correct, try again,” or one of the two information results: “You are not correct because X value unit weight is on the scale and number Y that you selected is not enough”, or “you are not correct because X is the value unit weight on the scale and the number on the card that you selected is too high”. There also can be a direction to select numeric cards  22  with higher or lower numbers. The student returns to S 309  and a card or cards  22  with a different number is placed in one or both of the slots for the card readers  16  or  18 . S 311  and S 313  are repeated until the comparison results in a YES so that the success message of S 315  is produced by the display and/or speaker. 
     Mode 4. See  FIG. 3D . 
     Mode 4 is substantially the reverse of Mode 2. The teacher can use it to check the progress of the student. 
     S 401  mode 4 is selected. 
     S 403  operation of one or both of the display and or speaker are selected. 
     S 405  one or more of the weight unit objects is placed on the scale. These can be a single value or multiple value units. A unit weight value number signal is produced by the scale and supplied to the microprocessor. 
     S 407  the microprocessor stores the unit weight value number signal from the scale. In this mode, it is preferred that only the speaker be actuated and that a message be enunciated “there are X weight value units on the scale. Build an equation that corresponds to this number.” The numerical value can be displayed. 
     S 409  the student takes two of the numeric cards  22  and places them into the slots for the card readers  16  and  18 . These correspond to the numbers X and Y of the equation that the student is constructing to correspond to the weight value of the unit weight objects on the scale. The card readers produce first and second number value signals that are supplied to the microprocessor. 
     S 411  the student places an arithmetic operation card  24  in the slot for the card reader  20 . The mathematical operation signal is supplied to the microprocessor which solves the equation and produces a solution value signal. 
     S 413  the speaker can be operated in response the first and second number value signals and the arithmetic operation signal to enunciate the message of the equation and the solution value, that is, “you have built the equation X plus Y which equals Z”. 
     S 415  the microprocessor compares the unit weight value number signal supplied to it from the scale in S 405  with the solution value signal of S 411 . 
     S 417  if the result of the comparison of S 415  is YES, that is, the unit weight value number signal and the solution value signal match, then the microprocessor operates the display and/or speaker to convey the information result, “Z weight units were on the scale and you have used the right equation X plus Y equals Z”. 
     S 419  if the result of the comparison of S 415  is NO, that is, the unit weight value number signal and the equation solution value signal do not match, then the microprocessor operates the display and/or speaker to convey the message “not correct, try again” or one of the two information results: “Z value of weight units are on the scale and the numbers X and Y that you selected are not enough”, or “Z weight value units are on the scale and the numbers X and Y that you selected is are too high”. There also can be a direction to select cards with higher or lower numbers. The student returns to S 409  and a card  22  with a different number is placed in the slot of one or both of the readers  16  or  18 . S 411  and S 413  are repeated until the comparison of the S 415  results in a YES so that the success message of S 417  is produced by the display and/or speaker. 
     The four modes of teaching described above using the numeric cards  22  and operation cards  24  can be replicated without using the cards, and instead using the keypad  46  of the housing. In this alternate mode of operation of the apparatus, the switch  57  is operated to select keypad operation. This disables the card readers and the keypad supplies the number value and the operational signals to the microprocessor. The mode selection switch  53  is operated as previously described to select the learning mode.  FIG. 4  illustrates the use of the keypad to supply these signals in each of the modes. 
     In any of the modes described above, the display  40  can display a correct value result in one color such as green, an excess weight value in red and a deficiency of weight in yellow. Other similar messages can be used. Alternatively, there can be a buzzer to signal not enough or too many weight units and a bell sound when a match is made. Also, any number result can be displayed together with a picture of a number of items that correspond to the number on the card. That is, for example, if the number 4 is printed on the card the visual display will show suitable corresponding indicia such as four blocks, or four animals, etc. 
     The operation of each of the four learning modes of the apparatus provides the student with the stimuli of visually seeing the unit weight objects and numbers, tactile in placing the unit weight objects on the scale, and sound and sight in seeing and hearing the results. Further, a group of students can watch each other and the teacher perform the various operations. All of these enhance the learning experience. 
     Specific features of the invention are shown in one or more of the drawings for convenience only, as each feature may be combined with other features in accordance with the invention. Alternative embodiments will be recognized by those skilled in the art and are intended to be included within the scope of the claims. Accordingly, the above description should be construed as illustrating and not limiting the scope of the invention. All such obvious changes and modifications are within the patented scope of the appended claims.