JPS6054675B2 - Educational electronic desk calculator - Google Patents

Description

DETAILED DESCRIPTION OF THE INVENTION The present invention relates to an electronic device, and particularly to an educational electronic desktop calculator (hereinafter referred to as an educational calculator) that enables calculations between numerical sequences having a certain regularity.

An educational calculator is one that displays operands, arithmetic numbers, and arithmetic modes on a display device so that the operator can see them exactly as a mathematical formula.

FIG. 1a shows an example of this, and is a display of "2×3". The calculation result of the mathematical formula is input using the key input device and displayed next to the "equal sign".
This is the case where the answer for 6'' is input. If the correct answer to the given formula is entered, move on to the next problem. If a number different from the correct answer of the calculation result is input, the correct answer will be presented to the operator and the operator will move on to the next problem, depending on the number of times a different answer has been input, or the number will be given until the correct answer is input. There are two ways to stay with the problem.

In addition, since educational calculators are equipped with random number generation circuits,
Random numbers are introduced into the operands and operation numbers of the next problem and are presented to the operator. The above process is then repeated. The operator can improve his/her calculation ability by solving the problems sequentially given by the educational calculator. However, the problem presentation method of this educational calculator is not suitable for learning operations between regular numerical sequences because random numbers are substituted as operands and operands.

For example, when learning the multiplication table, 1×1=2, 1×2■2,
1 x 3 = 3......For one type of operand, change the number of operands from 1 to 1, just like reciting the multiplication table 1 x 9 = 9.
Although a method of learning numbers up to 9 as one group is more regular and more effective, it is not possible to generate such a sequence of numbers in a random number generation circuit. The present invention generates a regular numerical sequence and serially assigns each numerical value to either or both of the operand and the arithmetic machine. The aim is to provide an educational calculator with the ability to create calculation problems, and ultimately to greatly contribute to efficient learning.

Examples of the present invention will be shown below to provide a detailed explanation of the present invention.

FIG. 2 is a diagram showing an embodiment of the present invention. Reference numeral 1 denotes a key input device for inputting numerical information and operation command information, that is, operation mode information, from a keyboard.

A, B, C, and D are registers; register A is used to store the operand, register B is used to store the correct answer to the problem, register C is used to store the answer input by the operator, and D is used to store the operation command. be done. Registers A, C and D input the output of the key input device 1 through gates Gl, G3 and G5, but when gates Gl, G3 and G are closed, gates Nl, n3 and 'G5 which have a reciprocal relationship are input. is opened and the contents of each register are cycled through. 2 is a numerical value generator consisting of a w-adic counter.

3 is an arithmetic unit which performs an arithmetic operation according to an arithmetic instruction stored in a register D, and the result of the arithmetic operation is input to a register B via a gate G2.

If gate G2 is closed, reciprocal gate N2 is open and the contents of register B are circulated through gate N2. 4 is a comparator that compares the output of register B, which stores the correct answer of the calculation result, with the contents of register C, which stores the answer to the question input by the operator. If the two match, output line 9 is energized. and generates a short matching pulse between one word.

The output line 9 is input to the instruction decoder 5, and when the output line 9 is activated, the output line L is activated, and as a result, the w-adic counter 2
counts up by +1. Further, the output line 10, which is activated when the content of the w-adic counter 2 becomes "0", is input to the instruction decoder 5. Further, the output of the read-only memory (hereinafter referred to as ROM) 8 is input to the instruction decoder 5, translated, and sent to the output line 1. ,11,12,13,14
Energize. Then, gates Gl, G2, G3, G4, G5 and Ul, Cabinet 2, 'G3, n5 are opened and closed. 6 is a display device that displays the operand of the contents of register A, the operand of the contents of 1-pheast counter 2, and the operation mode of the contents of register D, for example, a multiplication symbol "x" in the case of subtraction mode. Equal sign “=
" is displayed.

The answer to the question input by the operator is also displayed via gate G4. Now, assume that the content of the w-adic counter is ゜“0゛.The display device displays ゜゜0゛, which is the content of decimal counter 2. The output line 10 is energized, acting on the contents of the ROM 8, and the output line of the command decoder 5 is energized. As a result, the gate G5 opens and at the same time the gate 'G5 closes. When the user presses "x" in the multiplication mode, the key input device 1 outputs data corresponding to "x" and inputs it into the register D through the gate G5. When this data is input to register D, RO
The next instruction is output from M8, the output line 11 of the instruction decoder 5 is energized, the gate G5 is closed, the gate N5 is opened, and the data in the register D is passed through the output line 12 and the gate 'G5. As it circulates, it is simultaneously input to the display device 6 and displayed as shown in FIG. 3a. Furthermore, when the output line 11 is energized, the gate G1 opens and at the same time the gate U1 closes. Assume that the operator operates the key input device 1 and presses the key ゜“1゛.The key input device 1 outputs data corresponding to the numerical value ゜“1゛.”
It is input to register A through gate G1. When data is input to register A, the next instruction from ROM 8 is output, activating output line 12 of instruction decoder 5. Gate G1 is then closed and gate 'G1 is opened, and the data in register A is circulated through output line 11 and gate N, and at the same time is input to display device 6, where it is displayed as shown in FIG. 3b. Further, when the output line 12 is energized, the gate G2 is opened and the gate stone is closed. The contents of the register A and the contents of the w-adic counter 2 are multiplied by the arithmetic unit 3 according to the stored contents of the register D, and the result of the operation is input to the register B via the gate G2. When the input is completed, the next instruction is output from the ROM 8 and the output line 13 of the instruction decoder 5 is energized, so the gate G3 opens, and at the same time as the gate itself closes, the gate G2 closes, the gate cabinet 2 opens, and the register B The contents of are circulated through output line 13 and gate N2. Since the display device shows a display as shown in Figure 3b, the operator presses the “゜0゛” key, which is the answer to the given problem.Then, the key input device 1 displays the numerical value ゜゜0゛. The corresponding data is output and input to register C via gate G3. When input is completed, RO
The next instruction is output from M8, the output line 14 of the instruction decoder 5 is energized, the gate G3 is closed, the gate itself is opened, and the input data circulates the contents of the register C through the gate N, and the output line 14 of the instruction decoder 5 is activated. , is input to the display device via
A display as shown in FIG. 3c appears and is presented to the operator.
Further, the contents of register C are input to a comparator 4, where they are compared with the contents of register B. In this case registers B and C
Since the contents of both are "゜0゛," they match and a coincidence pulse is output to the output line 9.Then, the contents of the w-adic counter 2 count up and become "1", which becomes "゜" as the calculation number for the next problem. 1゛ is given to the operator as shown in Figure 3d.
×1 = ゛ question will be asked. Since the content of the w-adic counter 2 is ゜゜1゛, the output line 10 is not energized, and the next instruction is output from the ROM 8, and the output line 12 of the instruction decoder 5 is energized. This is the same state as immediately after the output from the key input device 1 is input to register A when the content of w-adic counter 2 is "0". 2 stores the data of 66F3, the arithmetic unit 3 executes the operation “1×1=゛, and the operation result “゜1” is input to register B via gate G2 and stored. Next, the output line 13 of the instruction decoder 5 is activated.If the operator presses the "゜2゛" key by mistake, the contents of the register C will be changed to the output line 13 of the instruction decoder 5 in the next step. When L is energized, the display device 6 displays as shown in FIG. The contents of are not counted up. R
The next instruction is output from OM8, and instruction decoder 5 energizes output line 13. Then, Gate G3 opens and the gate is opened. is closed and enters a state where the operator can input an answer. In other words, the problem given to the operator remains 4"1x1=", and when the correct answer is input, the content of the w-adic counter becomes 2, and the process moves to the next problem. If the contents of the w-adic counter 2 become ゜“0゛” again after repeating this process, the operands are replaced as described above and the problem of “゜99゛” occurs again. An example is shown in FIG.

4 is almost the same as the circuit example shown in FIG. 2 as an embodiment, but in FIG. 4, the register A of FIG.
is replaced with a decimal counter A'', and the output line 10 of the w-adic counter 2 becomes the count-up input of the w-adic counter A'', and when the content of the decimal counter 2 becomes 160'', the output line 10 becomes energized, the w-adic counter A″ is +1
Count up only. The second gate G1 and gate σ1 do not exist in FIG. 4, and the output line 11
is input to the display device 6 and the arithmetic device 3, and the other circuit configurations and operations are exactly the same as in FIG. Now, the multiplication mode "x" is input to the key input device 1 and stored in the register D, and the contents of the 1G counter A" and the decimal counter 2 are "゜1゛" and "゜0゛, respectively. Then, the display in that case is as shown in Fig. 3b.Then, the operator operates the key input device 1 to answer the problem "1×0=". 0
When the key ゛ is pressed, the data of the number ゜゜0゛ is inputted into the register C and then inputted into the display device 6 via the gate G4, resulting in a display as shown in Fig. 3c. this"
Since O' is the correct answer to the given problem, the comparator 4 energizes the output line 9, and the decimal counter 2 is incremented by +1. Then, the content of the w-adic counter 2 becomes “゜1”. However, since the output line 10 is not energized, the content of the w-adic counter 2 becomes “゜1”.
The contents of the advance counter A'' remain at ``1'' without any change.
Therefore, the next problem is ゜“1×1=” as shown in Figure 3d.
" is displayed on the display device 6. Thereafter, each time the correct answer to a question is input from the key input device 1, the one-can counter 2 counts up by +1 and the questions are repeated one after another, as in the embodiment shown in FIG. , when the content of the w-adic counter 2 becomes "0" after "9", the output line 10 is energized to 1, and the decimal counter A" becomes +
The count is incremented by 1 and the content becomes "2".In this case, the question to be asked is not shown in FIG. Then, as the operator inputs the correct answer to the question, “゜2×1=,2×2
・=, ・・゛The questions are asked one after another.゜゛2×
In the next problem after the 9=゛ problem, the output lines 1 and 0 are activated, so the w-adic counter A'' is counted up by +1, and ゜゜3×0=゛ is asked. Therefore, “゜0× The multiplication table problems from 0 = ゛ to ゛ "9 x 9 = To learn regular numerical sequences,
To provide an educational calculator for learning numerical sequences, which has the great advantage of making the most effective learning possible by utilizing its regularity, and which cannot be covered by conventional educational calculators. Second aspect of the present invention
In the embodiments shown in FIGS. and 4, control circuits such as timing circuits and other attached circuits are not shown in order to better explain the effects of the present invention.

Further, in the embodiment shown in FIG. 2 of the present invention, a numerical string is substituted for the operand, but there is no change in the effect of the present invention even if the operand is substituted. It is clear that the effect of the present invention does not change in the embodiment shown in FIG. 4 even if the operands and the operands are interchanged and displayed.

[Brief explanation of the drawing]

FIGS. 1 and 3 are diagrams showing the process of presenting a problem, and FIGS. 2 and 4 are diagrams showing an embodiment of the present invention. 2, A''... W-adic counter, 3... Arithmetic device, 4... Comparator, 5... Instruction decoder, 6... Display device. , 8...ROMlA,
B, C, D, A''...Lujista) Gl9G29G
39G49G59 Lock 19 Cabinet 29 Cabinet 3, 'G5... Gate circuit, 7, 9, 10, 11, 12... Output line, 11, 12, 13, 14, 15... Instruction Decoder output line.

Claims (1)

[Scope of Claims] 1. An operand setting section that sets an operand, a numerical value generation section that generates an operation number, and an operation command setting section that specifies four arithmetic operations on the operand and the operation number. , a display section that displays the operand and the operation number, an operation section that performs the four arithmetic operations specified by the operation command setting section on the operand and the operation number, and an answer. an answer input section for inputting an answer; a comparison section for comparing the input answer with the correct value obtained by the calculation section and outputting a coincidence signal when they are the same; An educational electronic desktop calculator, comprising: a control section that increases the number of operations of the numerical value generation section by a predetermined number. 2. The operand setting section and the numerical value generation section are each decimal counters that return to zero at a predetermined number, and the decimal counter of the operand setting section is a decimal counter that returns to zero at a predetermined number.
2. The educational electronic desktop calculator according to claim 1, wherein the number is increased by a predetermined number when the digit counter returns to zero.