GB2443850A

GB2443850A - Magnetic teaching aid

Info

Publication number: GB2443850A
Application number: GB0622809A
Authority: GB
Inventors: Frank Foster
Original assignee: Individual
Current assignee: Individual
Priority date: 2006-11-16
Filing date: 2006-11-16
Publication date: 2008-05-21
Also published as: GB0622809D0

Abstract

A teaching aid 1 comprises a display board 2, a support box 3 and at least one tile 4. The display board 2 comprises a plurality of rigid panels 5, 6, 7 which are hinged along their long edges to form a flexible board. Each panel 5, 6, 7 has two faces, each face being magnetic or magnetically permeable. The tiles 4 are magnetic or magnetically permeable for selectively attaching to the faces of the panels 5, 6, 7. The support box 3 comprises a receptacle 11 having a base 15 and four sidewalls 16. At least one supporting element 12, 13, 14 is provided inside the receptacle to support the display board 2 inside the receptacle 11 to be upstanding with respect to the base 15. The support box 3 may be able to support the display board 2 in a plurality of different configurations. The tiles 4 can be used to play educational games for teaching children basic facts such as number.

Description

Teaching Aid

Description

The present invention relates to a display apparatus for forming part of a teaching aid, a teaching aid, and apparatus for playing an educational game in accordance with specified rules.

A number of techniques have been used in the classroom for teaching children facts such as basic number facts. Reciting exercises and working from an exercise book are amongst the simplest of these techniques. Although these techniques are simple, some children may find them boring and repetitive. This is problematic, since it is well known that learning activities that entertain and engage the interest of children accelerate the learning process. Another disadvantage of these techniques is that they ma require a teacher to prepare a lesson in advance, which can be time consuming. In addition, these techniques may require multiple copies of worksheets and books to be provided, which can be costly.

Recently, computer-based teaching aids have been gaining in popularity. Although these games can be more entertaining for children, they are very expensive to purchase. Additionally, once purchased there may be running costs, for example replacement batteries. In common with the above-mentioned techniques, computer-based learning is not hands-on, and does not usually promote interaction between children, and therefore it does not exploit the maximum learning capability of children.

The present invention seeks to provide a teaching aid that is self-contained i.e. one that need not require batteries or an external power source, or a pen and paper.

The present invention also seeks to provide a teaching aid that offers opportunity for enjoyment and interaction.

According to a first aspect of the present invention, there is provided a display apparatus for forming part of a teaching aid, the display apparatus comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges arid two short edges defining each of two display faces, wherein said panels are hinged along said long edges to form a flexible board having one of said short edges on each of said panels aligned, and wherein said display faces are magnetic or magnetically permeable; and a support box, said support box comprising: a receptacle having a base and at least one sidewall; at least one supporting member provided inside the receptacle, wherein said at least one supporting member is arranged to support the display board inside the receptacle to be upstanding with respect to the base.

According to a second aspect of the invention there is provided a teaching aid comprising: the display apparatus; and a plurality of tiles, the tiles having a width less than or equal to the width of the panels, the tiles being magnetic or magnetically permeable for selectively attaching to the display faces.

According to a third aspect of the present invention there is provided a teaching aid comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges and two short edges defining each of two display faces, wherein said panels are hinged along said long edges to form a flexible board having one of said short edges on each of said panels aligned; a support box, said 21) support box comprising: a receptacle having a base and at least one sidewall; at least one supporting member provided inside the receptacle, wherein said at least one supporting member is arranged to support the display board inside the receptacle to be upstanding with respect to the base; and a plurality of tiles, each of said plurality of tiles being selectively attachable to said display faces, wherein the at least one supporting member is arranged to support the display board in a plurality of different configurations, said plurality of configurations involving different arrangements of the hinged panels relative to each other.

According to a fourth aspect of the present invention there is provided apparatus for playing an educational game, the apparatus comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges and two short edges defining each of two displa faces, wherein said panels are hinged along said long edges to form a flexible board having one of said short edges on each of said panels aligned and wherein said display faces are magnetic or magnetically permeable; at least one tile, said at least one tile being magnetically permeable or magnetic for selectively attaching to the displa faces, wherein the educational game is playable with at least first and second players, the education game comprising: a first player attaching at least one of said plurality of tiles to a first panel of the display board, wherein the first panel is arranged such that it is hidden from view of the second player; and a second player attaching at least one of said plurality of tiles to a second panel of the display board, wherein the second panel is arranged such that it is hidden from view of the first player.

According to a fifth aspect of the present invention there is provided apparatus for playing an educational game, the apparatus comprising: a display board having a magnetic or magnetically permeable surface; a plurality of tiles, each of said tiles having a first face and a second face being marked with a first symbol and a second symbol respectively, each of said at least one tile being magnetically permeable or magnetic for selectively attaching to the display board, wherein said first symbol is related to said second symbol, wherein the educational game comprises: attaching at least one of said plurality of tiles, with the first symbol visible, to the display board in response to a question, said question having a correct answer, the first symbol of said at least one tile representing a calculated answer to said question; flipping said tiles to reveal the second symbol, said second symbol representing one of a) the correct answer and b) a hint to the correct answer.

Embodiments of the present invention will now be described, by way of example only, with reference to the accompanying drawings in which: Figure 1 illustrates a first embodiment of a teaching aid according to the present invention, with its display board in a first configuration; Figure 2 is an exploded perspective view of the display board of the teaching aid shown in Figure 1; Figure 3 is an exploded perspective view of the support box of the teaching aid shown in Figure 1; Figure 4A illustrates a first view of the display board of the Figure 1 teaching aid, in a second configuration; Figure 4B illustrates a second view of the display board shown in Figure 4A; Figure 5 illustrates the display board of the Figure 1 teaching aid in a third contiguration; Figure 6 illustrates a second embodiment of a teaching aid according to the present invention, in a first configuration; Figure 7 illustrates the teaching aid of Figure 6, in a second configuration; Figure 8 illustrates the teaching aid of Figure 6, in a third configuration; Figure 9\ illustrates a lid that can form part of the teaching aid, in a first configuration; and Figure 9B illustrates the lid of Figure 9B in a second configuration.

Referring firstly to Figure 1, a teaching aid I comprises a display board 2, a support box 3, and a plurality of tiles 4.

i The display board comprises first, second, and third 5, 6, 7 panels. The panels 5, 6, 7 are rectangular and have the same size. The panels 5, 6, 7 are formed of a rigid material.

The panels 5, 6, 7 are hinged along their long edges, with their short edges aligned, to form a flexible board. The panels 5, 6, 7 are hinged by means of a first connecting portion 8 connecting the first panel 5 to the second panel 6, and a second connecting portion 9 connecting to the second panel 6 to the third panel 7.

The first and second connecting port-ions 8, 9 are formed of a flexible material.

Each panel 5, 6, 7, has a first magnetic surface lOa, and a second magnetic surface (not shown). Each magnetic surface covers a substantial portion of the surface of its respective panel 5, 6, 7.

In one example, each magnetic surface IOa is also a dry-wipe writing surface. That is, the magnetic surface lOa can be used as a writing surface using a "dry-wipe" marker pen, and any writing can be easily wiped away, for example using a cloth, to reveal a clean surface.

The support box 3 comprises a receptacle 11 and first, second and third support elements 12, 13, 14. The receptacle 11 has a square base 15 and four sidewalls 16.

The width of the base 15 is slightly more than the width of the display board 2.

The support elements 12, 13, 14 are secured to the base 15 of the receptacle 11.

The support elements 12, 13, 14 each have an edge parallel to one of the sidewalls 16 of the receptacle 11. This edge of the support elements 12, 13, 14 and the sidewall 16 define a first slot 17 for receiving and supporting the at least one of panels 5, 6, 7. The second support element 13 has substantially the same width as the display panels 5, 6, 7. The first and second support elements 12, 13 define a second slot 18 for receiving and supporting for receiving one of the panels 5, 6, 7.

The second and third support elements 13, 14 define a third slot 19 for receiving and support one of the panels 5, 6, 7.

The supporting elements 12, 13, 14 and the sidewall 16 support the display board 2 to be upstanding with respect to the base 15.

In a first configuration, the first, second, and third display panels 5, 6, 7, are received in the first slot 17 and are therefore supported in a single plane.

The tiles 4 are made of a magnetic material. Therefore, the tiles 4 are selectively attachable to the panels 5, 6, 7. The tiles are square, and have a width slightly less than the width of the panels 5, 6, 7.

A first set of tiles 4, provided with the teaching aid 1, include forty tiles (although only three tiles are shown in Figure 1). Each of the tiles 4 is marked with a single digit from zero to nine. Four of each digit are provided in the first set of tiles.

A first educational game that can be played with the teaching aid I in the above-described configuration is called "digit detective". This game is played by two players. To play the game, a first player sits facing a first surface of the display board 2. A second player sits facing the other surface of the display board 2. In this way, the work of each player can be hidden from view of the other player.

The first player generates a three-digit number by placing one tile 4 on each of the display panels 5, 6, 7. This three-digit number is hidden from the second player.

The second player must ask a series of questions to guess the first player's three-digit number. The questions must be about the properties of the number and the first player may answer onh "yes" or "no". For example, the second player may ask "is the tens digit a multiple of 5?". The second player may place the digit tiles 4 on the reverse of each of the three display panels 5, 6, 7. The second player may remove the tiles 4 as the digits they are marked with are eliminated from being possible answers to the first player's number.

This game allows the properties of numbers to be learned by children in an entertaining way. It also encourages interaction between children.

i Another educational game that can be played with the teaching aid I in the first configuration is called "flip". This game is played with a second set of tiles 4. In this example, the second set of tiles comprises one hundred tiles. A number from one to a hundred is displayed on a first side of each of the tiles of the second set.

On the second side of each tile, is the complement of the number of the first side to one hundred. That is, for each tile, the number on the first side and the number on the second side add up to one hundred. This educational game is played by two players.

To play the game, a first player and a second player each places a sequence of tiles 4 on the panel 5, 6, 7 which is leftmost to them. Therefore, the first player places the tiles on the first panel 5, and the second player places the tiles 4 on the other surface of the display board 2 on the third panel 7. The remaining tiles 4 are spread out on a shared surface, for example a table. The fist player challenges the second player to find the complement to one hundred of the number on their panel 5, 6, 7.

The second player should then locate the complement of this number and place it on the second panel 6. The first player and the second player can then swap roles and repeat. That is, the second player can challenge the first player to find the complement to one hundred of the number on the first player's side of the display hoard 2.

When this has been repeatcd for all the tiles 4 on the first player's side of the first pane] 5, and all the tiles 4 on the second player's side of the third display panel 7, each player flips the tiles on their side of the second display panel 6 to reveal the other surface of the tiles 4. The tiles 4 are then attached to the display panel which is rightmost to the first player and the second player effectivel. Each player then takes it in turn to read aloud the sequence of numbers on the display panel which is right most to them and these numbers are verified by the other player to ensure that they are the same as the numbers on the left most panel of the other player.

In another example, the game could be played with complements to ten or twenty.

Thus, the game can be easily' adapted to suit children of different ages or Is mathematical abilities.

Referring to Figure 2, the display board 2 can be made using a piece of fabric 20 as a base to provide the hinged connecting portions 8, 9 shown in Figure 1. The piece of fabric 20 is the same size as the desired size of the display board 2. Three rigid panels 5a, 6a, 7a, preferably formed from wood, are adhered to a first side of the fabric 20. Three more rigid panels 5b, 6b, 7c, also preferably formed from wood, are adhered to the other side of the fabric 20 in line with the rigid panels on the reverse side of the fabric 20. This results in a board having three rigid portions 5, 6, 7 connected by two flexible connecting portions 8, 9.

Six magnetic panels lOa, lOb are provided, each being adhered to one of the six panels 5a, 6a, 7a, 5b, Gb, 7b. These form the magnetic surfaces lOa, lob of the display board 2. In this example, the magnetic panels lOa, lOb are self-adhesive ferrous sheets.

Referring to Figure 3, the support box 3 can comprise a wooden base 15, onto which the three support elements 12, 13, 14 are fixed. The support elements can be fixed to the base 15 using glue, or with nails or screws. The sidewalls 16 are then fixed to the base 15 in a similar way.

The tiles 4 are preferably 3 cm square, and preferably have a thickness of 2 mm.

The tiles 4 are anisotropically magnetised through their entire thickness. Both sides of the tile 4 have a similar magnetic field strength, so that either face of the tile can be adhered to the magnetic surface Wa, lob of the display board.

The symbols on the tiles 4 are applied by silkscreen printing. In this example, vinyl-based inks are used, although different types of inks may be used. However, the use of acrylic inks are generally not recommended. Both sides of the tiles 4 are laminated to form a water-resistant surface.

Referring now to Figures 4A and 4B, the teaching aid I can be placed in a second configuration. in the second configuration, the first display panel 5 is supported at 9fl0 to the second and third display panels 6, 7. The first display panel 5 is supported in the second slot 1 8 i.e. between the first 12 and second 13 support elements. The second and third display panels 6, 7 are supported in the first slot 17 i.e. between the second 13 and third 14 support elements and the sidewall 16 of the receptacle 11. In the second configuration, the first panel 5 can act as a visual block to keep the working of a first set of players secret from observers.

Referring to Figure 5, the teaching aid I can be placed in a third configuration. in the third configuration, the first panel 5 and the third 7 are perpendicular to the second panel 6, such that the display board 2 has a "U"-shaped cross section. The first panel 5 is supported in the second slot 18 i.e. between the first support element 12 and the second support element 13. The second panel 6 is supported in the first slot 17 i.e. between the second support element 13 and the sidewall 16. The third panel 7 is supported in the third slot 19 i.e. between the second support element 13 and the third support element 14.

The arrangement of the panels 5, 6, 7 in the third configuration allows for different educational games to be played. For example, it allows educational games to be played between four players. A first player can use tbe concave surface of the display board 2 as a working area. Bach of a second, third and fourth player can usc the other surface of the first, second and third panels 5, 6, 7 respectively.

One game that can be played in this configuration is similar to the game "flip". The first player places a number tile 4 on the magnetic surface Wa of the concave surface of the display board 2. Each of the second, third and fourth players take it in turns to ask a question about the number. To keep track of their questioning, each of the second, third and fourth players can remove the number tiles 4 on their panel 5, 6, 7 as they are eliminated. The winner of the game is the one of the second, third and fourth player who first deduces the number that is placed on the first player's side of the display board 2.

Referring to Figure 6, a second embodiment of a teaching aid 21 comprises a display board 2, a first support box 22a, a second support box 22b, and a plurality of tiles 4.

The display board 2, and the tiles 4 have substantially the same structure as their counterparts in the first embodied teaching aid 1. However, the first and second support boxes 22a, 22b have a second structure that is different from the structure of the support box 3 of the first embodied teaching aid 1.

The first support box 22a comprises a receptacle 23a, a first support arm 24a, and a second support arm 25a. The first support arm 24a is perpendicular to the second support arm 25a, and both first 24a and second 25a support arms are secured to a base 26a of the first support box 22a.

The first support arm 24a and a sidewall 27a of the receptacle 23a define a first slot 28a for receiving and supporting at least one of the panels 5, 6, 7. The second support arm 25a and another sidewall 27a define a second slot 29a for receiving and supporting at least one of the panels 5, 6, 7.

The second support box 22b has a structure corresponding to the structure of the first support box 22a.

-10 -The first support box 22a and the second support box 22b are supported on a surface b one of their sidewalls 27a, 27b and the interior of the receptacle 23a of the first support box 22a faces the interior of the receptacle 23b of the second support box 22b. For both of the support boxes 22a, 22b, the sidewall 27a, 27b which is closest to the second support arm 25a supports the support box 22a, 22b on a surface. The sidewall 27a, 27b closest to a first support arm 24a is perpendicular to the surface.

Tn tbe first configuration, a first end of the panels 5, 6, 7 is supported in the first slot 28a i.e. between the first support arm 24a and the sidewall 27a. A second end of the panels 5, 6, 7 is supported in a first slot (not shown) of the second support box 28b. Therefore, in this configuration, a longitudinal axis of each of the panels 5, 6, 7 of the display board 2 is horizontal and the surfaces of each of the panels 5, 6, 7 are perpendicular to the surface.

One game that may be played with the second embodiment of the teaching aid 21 is called "inverse it". This game is played by two teams, each team comprising two players. A first team face a first surface of the display board 2. A second team face the other side of the display board 2. In this way, the work of the first team can be hidden from the work of the second team.

Each team is provided with two of a third set of number tiles 4, wherein each of the third set of number tiles 4 comprises one hundred tiles 4 each tile 4 marked with a number from one to one hundred. Each team is also provided with two each of a tile 4 marked with multiply, divide and equal.

To play the game, a first team decides on a known multiplication fact e.g. 5 x 6 = 30. The first team write out the multiplication fact using their tiles 4 which they place on the top panel 5 on their surface of the display board 2. The second team also write out the multiplication fact, this time on the top panel 5 of the other side of the display board 2. Both teams then attempt to form two related arithmetic facts using the same set of numbers e.g. 30 5 = 6. Each team scores two points -11 -for a unique correct arithmetic fact, and one point for common arithmetic number fact.

Again, this game can be easily modified to make it more or less challenging for different ages or mathematical abilities of players. For example, for younger players, the game may be played with tiles 4 only marked with numbers one to ten.

To make the game more challenging, the teams may be provided with tiles 4 marked with fractions or decimals.

It will be appreciated that the first and second support boxes having the same structure as the support box 3 of the first embodiment of the teaching aid I can also be used to support display board 2 in a horizontal configuration (not shown).

To achieve this, the first support box and the second support box are supported on a surface by one of their sidewalls, and the interior of the receptacle of the first support box faces the interior of the receptacle of the second support box. The sidewall which is in line with the first, second and third support elements is perpendicular to the surface on which the support box is supported. The second support box is in a corresponding configuration. A first end of the display board is supported by the first, second, and third support elements and one of the sidewalls of the first support box. A second end of the display board is supported by the support elements and one the sidewalls of the second support box.

It will also be appreciated that one of the support boxes 22a, 22b of the second embodiment of the teaching aid 21 can be used to support the box in the vertical configuration described above with respect to Figure 1 (not shown). To achieve this, the support box 22a, 22b is supported on its base 26a, and the display board 2 is received and supported in either the first slot 28a or the second slot 29a.

Referring to Figure 7, the second embodiment of the teaching aid 21 can be placed in a second configuration. In the second configuration, the first support boxes 22a is supported on a surface by the sidewall 27a that is furthest from the second support arms 25a. Thus, the first support arm 24a of the first support box 22 is -12 -perpendicular to the surface. The second support box 22b is in a corresponding position, with the interior of the receptacles 23a, 23b of the first and second support boxes 22a, 22h facing each other.

A first end of the second pane! 6 and the third panel 7 are supported in the first slot 28a of the first support box 22a i.e. between the first support arm 24a and a sidewall 27a. A second end of the second panel 6 and the third panel 7 are supported in the first slot (not shown) of the second support box. A first end of the first panel 5 is supported in the second slot 29a of the first support box 22a i.e. between the second support arm 23a and the sidewall 27a. A second end of the first panel 5 is supported in the second slot (not shown) of the second support box 22b. Thus, the display board is supported with the first panel 5 perpendicular to the second pane! 6 and the third panel 7.

i In this configuration, a first surface of the second and third panels 6, 7 can be used as a work surface for a first player. A second surface of the second and third panels 6, 7 can be used by a second player. The upper surface of the first disp!ay panel 5 can be used as a shared work surface.

One game that can be played with the display board 2 in this configuration is called Csnatch. This game is playable with the teaching aid 21 and the second set of tiles 4 i.e. the set of tiles 4 wherein the number on the first surface and the number on the second surface are complements to one hundred.

To play the game, each player places five number tiles on their side of the display board 2. The remaining tiles are spread out on the shared surface of the display board 2, i.e. the upper surface of the first display panel 5. The players take it in turns to p!ace one of the tiles 4 from their side of the display board 2 onto the shared surface. The players then race to find the complement to one hundred of the displayed number. The first player to!ocate the correct complement wins those tiles. The players can check their calculations by reversing the original tiles, to reveal the correct complement to one hundred. The winner of the game is the player who ends up with the most tiles 4.

-13 -Referring to Figurc 8, the second embodiment of the teaching aid 21 can be placed in a third configuration. In the third configuration, the support boxes 22a, 22b have the same relationship to one another, however the teaching aid 21 has been rotated 1 800 on an axis parallel to the longitudinal axis if the display hoard 2.

Therefore, in this position the first panel 5 is no longer a shared surface, and can be viewed be onl OflC player. This player can use the first panel 5 as a "scratch-pad", for example for working out the correct answer using the tiles 4, before fixing the correct answer to the second or third panels 6, 7.

A lid can be used with any of the above-described support boxes 3, 22a, 22b.

Referring now to Figure 9A, a lid 30 is shown with a third type of support box 31.

The support box 31 comprises a receptacle 32, first, second and third support block 33, 34, 35, and a support arm 36. The support blocks 33, 34, 35 and the support arm 36 are attached to a base 37 of the receptacle 32.

The support blocks 33, 34, 35 each have an edge parallel to one of the sidewalls 38 of the receptacle 32. This edge of the support blocks 33, 34, 35 and the sidewall 38 define a first slot 39 for receiving and supporting the at least one of panels 5, 6, 7.

The second support block 34 has the same width as the display panels 5, 6, 7. The first and second support blocks 33, 34 define a second slot 40 for receiving and supporting for receiving one of the panels 5, 6, 7. The second and third support blocks 34, 35 define a third slot 41 for receiving and support one of the panels 5, 6, 7.

The support arm 36 is perpendicular to the first slot 39. The support art 36 is in line with one edge of the third support block 35, and contacts the third support block 35 to form a continuous edge. This Continuous edge and a sidewall 38 define a fourth slot 42 for receiving and supporting at least one of the panels 5, 6, 7.

The lid 43 can be used to cover the receptacle 32. Therefore, when the teaching aid is not being used, the tiles 4 can be placed inside the receptacle 32 and the lid 43 -14 -placed on top of the receptacle 32. The lid 43 is secured to the receptacle 32 by sliding it between grooves 44 on the inside of two opposing sidewalls 38. A handle is provided for sliding the lid 43 open and closed.

Referring to Figure 9B, the lid can be arranged in a second configuration. In the second configuration, the lid is flipped so that the underside becomes uppermost.

The underside of the lid 43 has a magnetic surface 46. The magnetic surface 46 is marked with a grid 47 wherein cach of the squares of the grid 47 is suhstantiall the same size as one of the tiles 4. The grid 47is marked with five squares in the horizontal direction and five squares in the vertical direction, and therefore is marked with a total of twenty-five squares.

One game that can be played with the lid 43 is referred to as "target tiles". This game can be played b teams of two players. Each player is provided with a lid 43, i the second set of tiles 4 (i.e. the tiles marked with numbers one to one hundred, and complements to one hundred on the other surface), a fourth set of tiles 4, a set of tiles 4 marked with mathematical operators, and calculators. Each of the fourth set of tiles 4 is marked with a fraction represented as a common fraction on the first surface and the same fraction represented as a decimal marked on the other surface.

To play "target tiles", the players agree on a target number. This number may be selected at random from the first set of tiles, or by using dice (not shown). The teams race to generate number stories which total the target number, forming them on their lid 43 e.g. " x 50 = 25, and x 100 = 25. Once complete, the players reverse any fraction tiles 4 to reveal the equivalent number stories using decimals.

Players can check each other's calculations using the calculator, and one point is awarded for each correct number story, and an additional point for each fraction tile used.

When the lid is in the second configuration, the handle 45 prevents the lid 43 from being slid all the way into the grooves 44. Therefore, a small gap always remains between the edge of the lid 43 and one of the sidewalls 38. Thus, the display board 2 can be received in this gap and supported in the first slot 39 (not shown). Thus, -15 -the lid 43 can be used in the conjunction with the display board 2, to provide an additional working surface for a player.

in all the embodimcnts, different types of tiles 4 may be used to play educational games. For example, each tile 4 may be marked with a fraction represented as a common fraction on one surface and the same fraction represented as a percentage on the other surface. Alternatively, each tile 4 may be marked with a drawing representing the fraction graphically on the other surface. These tiles 4 can be used to help children learn about addition of fractions.

in another example, one large tile (not shown) is provided, where each side of the large tile is three times the length of one side of the tiles 4. This tile is provided with a clock face having moveable arms. Twelve tiles 4, of normal size, are also provided. A first surface of each of the tiles 4 is marked with a number from one to n twelve, to represent the hours of the clock. The other surface of each of the tiles 4 is marked with the sum of number on the first surface and twelve, to represent the hours of the clock in 24-hour format. The large tile can be placed in the centre of the magnetic surface 46 of the lid, and the tiles 4 marked with numbers arranged sequentially around the outside of the large tile. The tiles 4 can be flipped to teach the players about the 24-hour clock.

in another embodiment (not shown), the tiles 4 are selectively attachable to the display board 2 instead by \elcro, having hook fastenings on the tiles 4 and eye fastenings on the display board 2.

Although the present invention has been described with respect to the above embodiments, it should be apparent to those skilled in the art that modifications can be made without departing from the scope of the invention. For example, a different number of panels may be provided with a display board 2. In addition, the support elements of the support box can have an structure that is able to support the display board 2.

Claims

-16 -Claims 1. A display apparatus for forming part of a teaching aid,

the display apparatus comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges and two short edges defining each of two display faces, wherein said panels are hinged along said long edges to form a flexible hoard having one of said short edges on each of said panels aligned, and wherein said display faces are magnetic or magnetically permeable; and a support box, said support box comprising: a receptacle having a base and at least one sidewall; at lcast one supporting member provided inside the receptacle, wherein said at least one supporting member is arranged to support the display board inside the receptacle to be upstanding with respect to the base.
2. A display apparatus according to claim 1, wherein each of said plurality of panels has substantially the same length.
3. A display apparatus according to claim I or claim 2, wherein the at least one supporting member is arranged to support the display board in a plurality of different configurations, said plurality of configurations involving different arrangements of the hinged panels relative to each other.
4. A display apparatus according to any preceding claim, wherein said support box is arranged to support said display board to have a first one of said plurality of columns perpendicular to a second one of said plurality of columns.
5. A display apparatus according to any preceding claim, further comprising an additional support box, said additional support box being arranged to support the display in a different configuration to said support box.

-17 -
6. A display apparatus according to any preceding claim, where said at least one supporting member is provided on the base of the receptacle.
7. A display apparatus according to any preceding claim, wherein said at least one supporting member comprises at least one slot arranged to receive and support the display board.
8. A display apparatus according to any preceding claim, wherein said at least one supporting member comprises first and second elements, said first clement being perpendicular to said second element, and each of said first and second elements being parallel to a first and second one of said at least one sidewall respectively and spaced therefrom by a distance substantially equal to the thickness of the display board.
9. A display apparatus according to any of claims I to 8, wherein; said display hoard comprises three panels having an equal width and an equal thickness; and said at least one supporting member comprises: first, second and third elements, said second element being provided between said first element and said third element and having a width substantially equal to the width of the panels, said second member being spaced from each of said first and third elements by a distance substantially equal to the thickness of the display board, wherein each of said first, second and third elements has an edge parallel to one of said at least one sidewalls and spaced therefrom by a distance substantially equal to the thickness of the display board.
10. A display apparatus according to any preceding claim, wherein at least one of said display faces comprises a dry-wipe writing surface.
11. A display apparatus according to any preceding claim, wherein said support box further comprises a lid.

-18 -
12. An display tower according to claim 11, wherein said lid comprises a magnetic or magnetically permeable surface marked with a grid.
13. A teaching aid comprising: a display apparatus as claimed in any preceding claim; and a plurality of tiles, the tiles having a width less than or equal to the width of the panels, the tiles being magnetic or magnetically permeable for selectively attaching to the display faces.
14. A teaching aid according to claim 13, wherein each of two faces of the tiles are marked with a symbol.
15. A teaching aid comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges and two short edges defining each of two display faces, wherein said panels are hinged along said long edges to form a flexible board having one of said short edges on each of said panels aligned; a support box, said support box comprising: a receptacle having a base and at least one sidewall; at least one supporting member provided inside the receptacle, wherein said at least one supporting member is arranged to support the display board inside the receptacle to be upstanding with respect to the base; and a plurality of tiles, each of said plurality of tiles being selectively attachable to said display faces, wherein the at least one supporting member is arranged to support the display board in a plurality of different configurations, said plurality of configurations involving different arrangements of the hinged panels relative to each other.
16. A teaching aid according to claim 14, wherein each of two faces of the tiles are marked with a symbol.

-19 -
17. A teaching aid according to claim 15 or claim 16, wherein one of a) each of said plurality of display faces and b) each of said plurality of tiles is magnetic and the other of a) each of said plurality of display faces and b) each of said plurality of tiles is magnetic or magnetically permeable. c
18. A teaching aid according to any of claims 15 to 17, wherein each of said plurality of panels has substantiall) the same length.
19. Apparatus for playing an educational game, the apparatus comprising: a display board comprising: a plurality of rigid panels, each of said panels having two long edges and two short edges defining each of two display faces, wherein said panels are hinged along said long edges to form a flexible board having one of said short edges on each of said panels aligned and wherein said display faces 1i are magnetic or magnetically permeable; at least one tile, said at least one tile being magnetically permeable or magnetic for selectively attaching to the display faces, wherein the educational game is playable with at least first and second players, the education game comprising: a first player attaching at least one of said plurality of tiles to a first panel of the display board, wherein the first panel is arranged such that it is hidden from view of the second player; and a second player attaching at least one of said plurality of tiles to a second panel of the display board, wherein the second panel is arranged such that it is hidden from view of the first player.
20. A teaching aid according to claim 19, wherein each of first and second faces of the tiles are marked with a first and second symbol respectively.
21. A teaching aid according to claim 19, wherein said first symbol is related to said second symbol.

-20 -
22. A teaching aid according to claim 21, wherein said first and second symbols are one of a) a number, b) a mathematical operator and c) a drawing representing a number graphical!)'.
23. Apparatus for playing an educational game, the apparatus comprising: a displa board having a magnetic or magnetically permeable surface; a plurali of ti!es, each of said tiles having a first face and a second face being marked with a first symbol and a second symbol respectively, each of said at least one tile being magnetically permeable or magnetic for selectively attaching to the display board, wherein said first symbol is related to said second symbol, wherein the educational game comprises: attaching at least one of said plurality of tiles, with the first symbol visible, to ti-ic display board in response to a question, said question having a correct answer, the first symbol of said at least one tile representing a calculated answer to said question; flipping said tiles to reveal the second symbol, said second symbol representing one of a) the correct answer and b) a hint to the correct answer.
24. A teaching aid according to claim 23, wherein said first and second symbols are one of a) a number, b) a mathematical operator and c) a drawing representing a number graphically.
25. A teaching aid according to claim 23, wherein said plurality of tiles comprises a set of tiles, and for each of said set of tiles said first and second symbols are first and second numbers respectively, the sum of said first and second numbers being a third number, said third number being the same for all of said set.
26. A teaching aid according to claim 23, wherein said plurality of tiles comprises a set of tiles, and wherein for each of said set of tiles said first symbol is a number representing a fraction and said second symbol is a diagrammatic representation of said fraction.

-21 -
27. A teaching aid according to claim 23, wherein said plurality of tiles comprises a set of tiles, and whcrcin for each of said set of tiles said first symbol is a fraction being represented as one of a) a common fraction, b) a decimal and c) a percentage and said second symbol is said fraction written represented as OflC of the other of a) a common fraction, b) a decimal and c) a percentage.
28. A teaching aid according to claim 23, wherein said plurality of tiles comprises a set of tiles, and wherein for each of said set of tiles said first symbol is a measurement in imperial units and said second symbol is said measurement converted into metric units.