{"id":2451,"date":"2017-09-06T15:42:29","date_gmt":"2017-09-06T15:42:29","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=2451"},"modified":"2018-02-04T12:02:48","modified_gmt":"2018-02-04T12:02:48","slug":"bornholm-blinklek-och-trulle-sammanhang-for-larande","status":"publish","type":"post","link":"http:\/\/kulturpedagogik.se\/?p=2451","title":{"rendered":"Bornholm, blinklek och Trulle – sammanhang f\u00f6r l\u00e4rande"},"content":{"rendered":"

Idag pratade vi om meningar i Bornholmslek p\u00e5 morgonen. Efter rasten var det dags att introducera siffran 2 och samtidigt ta upp begreppet par. F\u00f6r att g\u00f6ra det lite sp\u00e4nnande anv\u00e4nde vi en ”hemlig p\u00e5se” med olika saker i par. Nu skulle barnen sticka ned handen i den och plocka upp ett ”hemligt” objekt. N\u00e4r all hade f\u00e5tt upp n\u00e5got skulle de leta upp sin ”parh\u00e4st”. Det fick de g\u00f6ra en och en genom att beskriva sitt objekt med en mening – s\u00e5 kn\u00f6t vi an till meningar som vi pratat om tidigare. Vi tittade ocks\u00e5 p\u00e5 v\u00e5ra namnkort p\u00e5 tavlan f\u00f6r att belysa j\u00e4mna par. P\u00e5 det h\u00e4r s\u00e4ttet r\u00e4knar vi med konkret material, n\u00e5got som gynnar barnens taluppfattning och vi l\u00e4r oss ett korrekt matematiskt spr\u00e5k (Kruse 1914, Malmer 1999).<\/p>\n

D\u00e4refter lekte vi blinkleken tillsammans. En utmaning bara det! Senare under dagen \u00f6vade vi p\u00e5 att skriva siffran tv\u00e5 och f\u00e4rgl\u00e4gga tv\u00e5ans Trulletroll samt lyssna p\u00e5 ramsan som kommer med trollen (Gleerups).Kruse, Anna (1914). \u00c5sk\u00e5dningsmatematik<\/em>: ett f\u00f6rs\u00f6k till plan f\u00f6r de fyra f\u00f6rsta skol\u00e5rens arbete p\u00e5 matematikens omr\u00e5de. 2. uppl. Stockholm: Norstedts<\/p>\n

Malmer Gudrun(1999) Bra matematik f\u00f6r alla<\/em>, Lund, Studentlitteratur<\/p>\n","protected":false},"excerpt":{"rendered":"

Idag pratade vi om meningar i Bornholmslek på morgonen. Efter rasten var det dags att introducera siffran 2 och samtidigt ta upp begreppet par. För att göra det lite spännande använde vi en ”hemlig påse” med olika saker i par.…<\/p>\n

Read more →<\/a><\/p>\n","protected":false},"author":1,"featured_media":2446,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1,34],"tags":[41,16,7,13],"class_list":["post-2451","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","category-forskolan","tag-lek","tag-matematik","tag-musik","tag-svenska"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/09\/img_6418.jpg?fit=2448%2C3264","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-Dx","jetpack-related-posts":[{"id":4456,"url":"http:\/\/kulturpedagogik.se\/?p=4456","url_meta":{"origin":2451,"position":0},"title":"Utveckla meningar","author":"Maria B Hurtig","date":"14 maj, 2019","format":false,"excerpt":"Idag var jag p\u00e5 bes\u00f6k i ett klassrum hos Anneli Allen d\u00e5 barnen fick jobba med att utveckla meningar. 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D\u00e4refter f\u00f6revisade hon hur man kan utveckla meningen\u2026","rel":"","context":"I \u201d\u00c5r F-3\u201d","block_context":{"text":"\u00c5r F-3","link":"http:\/\/kulturpedagogik.se\/?cat=1"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2019\/05\/img_0305.jpg?fit=1200%2C900&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2019\/05\/img_0305.jpg?fit=1200%2C900&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2019\/05\/img_0305.jpg?fit=1200%2C900&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2019\/05\/img_0305.jpg?fit=1200%2C900&resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2019\/05\/img_0305.jpg?fit=1200%2C900&resize=1050%2C600 3x"},"classes":[]},{"id":3534,"url":"http:\/\/kulturpedagogik.se\/?p=3534","url_meta":{"origin":2451,"position":1},"title":"Sandvargen blir serie efter Bamsemodell","author":"Maria B Hurtig","date":"14 mars, 2018","format":false,"excerpt":"Vi har ett tema om serier p\u00e5 skolan den h\u00e4r veckan tillsammans med de \u00f6vriga klasserna F-3. 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I intr\u00e4desbiljetten efter rasten fick eleverna svaret 7 av mig som luktsalt (Wallberg 2019). Nu skulle de hitta p\u00e5 en passande additions- eller subtraktionsfr\u00e5ga. Vad \u00e4r 6 + 1 ? eller vad \u00e4r 8 - 1 ? eller n\u00e5got liknande. 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