h\u00e4r<\/a><\/em> men \u00e4ven i andra sammanhang.<\/p>\nP\u00e5 det h\u00e4r s\u00e4ttet kan vi ocks\u00e5 s\u00e4ga att vi r\u00e4knar 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
Litteratur:<\/p>\n
Forsmark,Jenny (2011) Att utveckla den matematiska kompetensen i <\/em>Jakobsson, Inga-Lill & Nilsson Inger (red), (2011) Specialpedagogik och funktionshinder<\/em>, Stockholm, Natur och kultur<\/p>\nKruse, 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":"Att dela grupper genom att räkna 1, 2, 3, 4, 1, 2, 3, 4 är inte lätt i förskoleklass då barnen lätt glömmer bort vilken siffra\/tal de blivit tilldelade. Talen är abstrakta representationer (Forsmark i Jakobsson & Nilsson 2011: 121)…<\/p>\n
Read more →<\/a><\/p>\n","protected":false},"author":1,"featured_media":2734,"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":true,"_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":[38,39,16],"class_list":["post-2737","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","category-forskolan","tag-idrott","tag-inkluderande","tag-matematik"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6650.jpg?fit=2448%2C3264","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-I9","jetpack-related-posts":[{"id":3977,"url":"http:\/\/kulturpedagogik.se\/?p=3977","url_meta":{"origin":2737,"position":0},"title":"Milj\u00f6 f\u00f6r matematik","author":"Maria B Hurtig","date":"19 juni, 2018","format":false,"excerpt":"Jag har l\u00e4nge t\u00e4nkt att jag skulle g\u00f6ra en \"permanent\" tallinje p\u00e5 tavlan i f\u00f6rskoleklassen. Tanken \u00e4r att kunna visualisera\/konkretisera matematiken p\u00e5 tavlan p\u00e5 flera s\u00e4tt. Vi brukar ju anv\u00e4nda oss av v\u00e5ra namnkort om mornarna f\u00f6r att r\u00e4kna och laborera med antal. P\u00e5 s\u00e5 vis tr\u00e4nar vi taluppfattning och\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\/06\/img_7932-1.jpg?fit=1200%2C900&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&resize=1050%2C600 3x"},"classes":[]},{"id":4173,"url":"http:\/\/kulturpedagogik.se\/?p=4173","url_meta":{"origin":2737,"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":3737,"url":"http:\/\/kulturpedagogik.se\/?p=3737","url_meta":{"origin":2737,"position":2},"title":"Dubbelt och h\u00e4lften – l\u00e4sa, r\u00e4kna och leka","author":"Maria B Hurtig","date":"19 april, 2018","format":false,"excerpt":"Vi jobbar vidare med dubbelt och h\u00e4lften f\u00f6r att alla barn ska l\u00e4ra sig begreppens betydelse och hinna \u00f6va lite p\u00e5 att r\u00e4kna med dem. Att variera och repetera \u00e4r viktigt f\u00f6r att kunskap ska plantera sig i l\u00e5ngtidsminnet. Och det beh\u00f6ver inte vara f\u00f6r l\u00e4tt. Att skifta mellan utmaningar\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\/04\/img_7676.jpg?fit=455%2C607&resize=350%2C200","width":350,"height":200},"classes":[]},{"id":1168,"url":"http:\/\/kulturpedagogik.se\/?p=1168","url_meta":{"origin":2737,"position":3},"title":"M\u00e4tning med kottar","author":"Maria B Hurtig","date":"26 september, 2016","format":false,"excerpt":"P\u00e5 m\u00e5ndagar g\u00e5r vi till skogen med v\u00e5r F-klass. Det \u00e4r h\u00e4rligt att njuta de sista dropparna av sommar med lite Utepedagogik. P\u00e5 m\u00e5ndagar upplever vi dessutom ofta att barnen har lite mindre t\u00e5lamod \u00e4n andra dagar och d\u00e5 \u00e4r det h\u00e4rligt att vara i skogen och leka, kl\u00e4ttra och\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\/2016\/09\/img_4532.jpg?resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2016\/09\/img_4532.jpg?resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2016\/09\/img_4532.jpg?resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2016\/09\/img_4532.jpg?resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2016\/09\/img_4532.jpg?resize=1050%2C600 3x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2016\/09\/img_4532.jpg?resize=1400%2C800 4x"},"classes":[]},{"id":3073,"url":"http:\/\/kulturpedagogik.se\/?p=3073","url_meta":{"origin":2737,"position":4},"title":"Stafettlek med geometriska former och addition","author":"Maria B Hurtig","date":"16 januari, 2018","format":false,"excerpt":"Vi har lektion utomhus p\u00e5 m\u00e5ndag f\u00f6rmiddag, sommar som vinter. Lite h\u00e5rt kan tyckas n\u00e4r det \u00e4r kallt eller regnar. Men barnen brukar \u00e4lska det n\u00e4r vi v\u00e4l har kommit ig\u00e5ng. 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Att dela grupper genom att r\u00e4kna 1, 2, 3, 4, 1, 2, 3, 4 \u00e4r inte l\u00e4tt i f\u00f6rskoleklass d\u00e5 barnen l\u00e4tt gl\u00f6mmer bort vilken siffra\/tal de blivit tilldelade. Talen \u00e4r abstrakta representationer (Forsmark i Jakobsson & Nilsson 2011: 121) som de fortfarande h\u00e5ller p\u00e5 att till\u00e4gna sig. F\u00f6r att underl\u00e4tta l\u00e5ter vi barnen representera med hj\u00e4lp av fingrarna – n\u00e5got konkret. Den som ska vara i grupp 3 h\u00e5ller upp tre fingrar osv. Det brukar g\u00e5 bra. Nu kan de titta p\u00e5 sina fingrar f\u00f6r att minnas. F\u00f6r oss sker det ofta p\u00e5 idrotten eller d\u00e5 vi samarbetar i lag under v\u00e5ra m\u00e5ndagspass med utematte. ![](\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6651.jpg?resize=860%2C645\")
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