{"id":2641,"date":"2017-10-03T16:03:15","date_gmt":"2017-10-03T16:03:15","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=2641"},"modified":"2018-02-04T10:23:41","modified_gmt":"2018-02-04T10:23:41","slug":"talet-4-med-spanning","status":"publish","type":"post","link":"http:\/\/kulturpedagogik.se\/?p=2641","title":{"rendered":"Talet 4 med sp\u00e4nning"},"content":{"rendered":"![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6605-1.jpg?resize=860%2C645\")
Idag gick vi lite djupare in p\u00e5 talet 4 genom att unders\u00f6ka talkamraterna. Men f\u00f6rst spelade vi Trulles Troll nr 4 (Gleerups Utbildning) som \u00e4r en rytmisk ramsa som barnen verkligen gillar. Sedan fick vi anv\u00e4ndning f\u00f6r en plastask som vi delat upp i tv\u00e5 avdelningar med en liten skiljev\u00e4gg och i den lade vi 4 st ekollon. Tanken var att vi skulle st\u00e4nga asken, skaka den och se hur ekollonen placerade sig. Men innan vi gjorde det var vi tvungna att fundera ut vilka olika kombinationer som \u00e4r m\u00f6jliga. Jag ritade p\u00e5 tavlan efter barnens f\u00f6rslag. Sedan skrev vi ocks\u00e5 med siffror vid sidan av teckningarna.![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6603-1.jpg?resize=860%2C1147\")
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Efter att vi kartlagt vilka olika kombinationer som finns var det dags att s\u00e4tta p\u00e5 locket, skaka asken och kontrollera hur de r\u00e5kade placera sig. Nu gick jag runt och skakade och l\u00e4t olika barn \u00f6ppna locket. N\u00e4r vi konstaterat vilken talkamrat som kom upp markerade vi ett streck vid den kamraten p\u00e5 tavlan. Det var uppskattat och mycket sp\u00e4nnande tyckte de. Efter denna introduktion var det dags att skriva fyror och f\u00e4rgl\u00e4gga trollet. Senare p\u00e5 dagen var det m\u00e5nga barn som ville leka skola och skriva addition p\u00e5 tavlan. Kul men lite h\u00f6gljutt s\u00e5 \u00f6vningen fick flytta in i byggrummet. Deras nyvunna intresse ser jag dock som en positiv respons. N\u00e4r v\u00e5rt l\u00e4rande letar sig in i ”barns egen kultur” (Mouritzen 2002) dvs. in i leken, d\u00e5 vet vi att sex\u00e5ringarna verkligen tagit intryck av undervisningen.![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6610-1.jpg?resize=860%2C645\")
P\u00e5 det h\u00e4r s\u00e4ttet r\u00e4knar vi ocks\u00e5 med konkret material, n\u00e5got som gynnar barnens taluppfattning och vi l\u00e4r oss ett korrekt matematiskt spr\u00e5k (Kruse 1914, Malmer 1999).![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6609-1.jpg?resize=860%2C645\")
![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6608-1.jpg?resize=860%2C645\")
Litteratur<\/p>\n
Mouritsen, Flemming (2002)\u201dChild culture \u2013 play culture\u201d, i Flemming Mouritsen & Jens Quortrup (ed): Childhood and children \u0301s culture, University press of Southern Denmark<\/p>\n
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>\nMalmer Gudrun(1999) Bra matematik f\u00f6r alla<\/em>, Lund, Studentlitteratur<\/p>\n","protected":false},"excerpt":{"rendered":"Idag gick vi lite djupare in på talet 4 genom att undersöka talkamraterna. Men först spelade vi Trulles Troll nr 4 (Gleerups Utbildning) som är en rytmisk ramsa som barnen verkligen gillar. Sedan fick vi användning för en plastask som…<\/p>\n
Read more →<\/a><\/p>\n","protected":false},"author":1,"featured_media":2624,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_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},"jetpack_post_was_ever_published":false},"categories":[1],"tags":[28,41,16,7,42],"class_list":["post-2641","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","tag-bild","tag-lek","tag-matematik","tag-musik","tag-skolkultur"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6605.jpg?fit=3264%2C2448","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-GB","jetpack-related-posts":[{"id":2729,"url":"http:\/\/kulturpedagogik.se\/?p=2729","url_meta":{"origin":2641,"position":0},"title":"Talet 5 p\u00e5 flera s\u00e4tt","author":"Maria B Hurtig","date":"12 oktober, 2017","format":false,"excerpt":"Jag har tidigare skrivit om hur vi introducerade talet 4 med ett m\u00e5tt av sp\u00e4nning h\u00e4r. Idag var det dags f\u00f6r talet 5 och vi gjorde p\u00e5 liknande s\u00e4tt. Allts\u00e5 anv\u00e4nde sig Helena av den lilla asken f\u00f6r att visa hur de fem ekollonen kunde placera sig p\u00e5 p\u00e5 olika\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\/2017\/10\/img_6661.jpg?fit=900%2C1200&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6661.jpg?fit=900%2C1200&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6661.jpg?fit=900%2C1200&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6661.jpg?fit=900%2C1200&resize=700%2C400 2x"},"classes":[]},{"id":4173,"url":"http:\/\/kulturpedagogik.se\/?p=4173","url_meta":{"origin":2641,"position":1},"title":"Automatisering p\u00e5 agendan","author":"Maria B Hurtig","date":"18 oktober, 2018","format":false,"excerpt":"I l\u00e4gre \u00e5ldrar har vi uppdraget att l\u00e4ra barnen att automatisera f\u00e4rdigheter s\u00e5som att l\u00e4sa men \u00e4ven exempelvis taluppfattning inom matematiken. N\u00e4r vi automatiserar kunskaper betyder det att vi f\u00f6rankrar dem i l\u00e5ngtidsminnet. D\u00e5 vi lyckas med detta underl\u00e4ttar vi elevernas f\u00f6rm\u00e5ga att t\u00e4nka d\u00e5 deras n\u00e4rminne frig\u00f6rs (Hattie &\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\/2018\/10\/img_8296.jpg?fit=640%2C890&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/10\/img_8296.jpg?fit=640%2C890&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/10\/img_8296.jpg?fit=640%2C890&resize=525%2C300 1.5x"},"classes":[]},{"id":1757,"url":"http:\/\/kulturpedagogik.se\/?p=1757","url_meta":{"origin":2641,"position":2},"title":"L\u00e4sa och hj\u00e4lpa till p\u00e5 fritids","author":"Maria B Hurtig","date":"7 februari, 2017","format":false,"excerpt":"Idag jobbade jag n\u00e5gra timmar p\u00e5 fritids efter f\u00f6rskoleklassens slut. Efter att ha varit ute med barnen n\u00e5gra timmar p\u00e5 g\u00e5rden gick vi in f\u00f6r att g\u00f6ra mellis. Jag tog med mig n\u00e5gra barn som g\u00e4rna ville hj\u00e4lpa till. De fick plocka fram sm\u00f6rg\u00e5sar f\u00f6rst\u00e5s men sedan fick de ocks\u00e5\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\/2017\/02\/img_5282.jpg?fit=1200%2C900&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/02\/img_5282.jpg?fit=1200%2C900&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/02\/img_5282.jpg?fit=1200%2C900&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/02\/img_5282.jpg?fit=1200%2C900&resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/02\/img_5282.jpg?fit=1200%2C900&resize=1050%2C600 3x"},"classes":[]},{"id":1937,"url":"http:\/\/kulturpedagogik.se\/?p=1937","url_meta":{"origin":2641,"position":3},"title":"8-kamraterna utomhus","author":"Maria B Hurtig","date":"14 mars, 2017","format":false,"excerpt":"Som vanligt p\u00e5 m\u00e5ndagar har vi utepedagogik. Denna m\u00e5ndag hade sn\u00f6n sm\u00e4lt och vi kunde l\u00e4tt leta fram ekollon p\u00e5 marken f\u00f6r att anv\u00e4nda som \"plockisar\". D\u00e4rf\u00f6r passade vi p\u00e5 att jobba med talet 8 d\u00e5 vi skrivit 8:an i fredags. 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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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Inom ett spr\u00e5kutvecklande arbetss\u00e4tt och svenska k\u00e4nns det naturligt (Gibbons 2006). Men i bild\u00e4mnet och f\u00f6r den ovane kan det k\u00e4nnas som lite \"fusk\" och man kan\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\/2018\/02\/img_7308.jpg?fit=900%2C1200&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/02\/img_7308.jpg?fit=900%2C1200&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/02\/img_7308.jpg?fit=900%2C1200&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/02\/img_7308.jpg?fit=900%2C1200&resize=700%2C400 2x"},"classes":[]}],"_links":{"self":[{"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/posts\/2641","targetHints":{"allow":["GET"]}}],"collection":[{"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2641"}],"version-history":[{"count":3,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/posts\/2641\/revisions"}],"predecessor-version":[{"id":3266,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/posts\/2641\/revisions\/3266"}],"wp:featuredmedia":[{"embeddable":true,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=\/wp\/v2\/media\/2624"}],"wp:attachment":[{"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2641"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2641"},{"taxonomy":"post_tag","embeddable":true,"href":"http:\/\/kulturpedagogik.se\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2641"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}