{"id":1656,"date":"2017-01-18T16:54:45","date_gmt":"2017-01-18T16:54:45","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=1656"},"modified":"2018-02-04T15:32:41","modified_gmt":"2018-02-04T15:32:41","slug":"brak-i-f-klassen","status":"publish","type":"post","link":"https:\/\/kulturpedagogik.se\/?p=1656","title":{"rendered":"Br\u00e5k i F-klassen"},"content":{"rendered":"<p><a href=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1655\" src=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=860%2C645\" alt=\"\" width=\"860\" height=\"645\" srcset=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?w=3264&amp;ssl=1 3264w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=150%2C113&amp;ssl=1 150w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=768%2C576&amp;ssl=1 768w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=1365%2C1024&amp;ssl=1 1365w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=700%2C525&amp;ssl=1 700w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?resize=800%2C600&amp;ssl=1 800w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?w=1720 1720w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?w=2580 2580w\" sizes=\"auto, (max-width: 860px) 100vw, 860px\" \/><\/a><\/p>\n<p>Jag har tidigare skrivit om hur vi varierar samlingen med hj\u00e4lp av cirkeldiagram <i><a href=\"http:\/\/kulturpedagogik.se\/?p=1627\">h\u00e4r<\/a><\/i>. S\u00e5 kontrollerar vi n\u00e4rvaron om mornarna genom att alla barn f\u00e5r placera in en t\u00e5rtbit i diagrammet. P\u00e5 detta s\u00e4tt f\u00e5r de tr\u00e4na p\u00e5 att l\u00e4sa varandras namn och bekanta sig med diagram samt diskutera kring matematiska begrepp med koppling till dessa &#8221;laborationer&#8221;.<\/p>\n<p>Nu har vi kollat n\u00e4rvaron med hj\u00e4lp av v\u00e5ra &#8221;t\u00e5rtbitar&#8221; n\u00e5gra dagar p\u00e5 olika s\u00e4tt. Idag gjorde vi en unders\u00f6kning av hur m\u00e5nga som var h\u00e4r i varje halvklass. Vi r\u00e5kar ha ett j\u00e4mt antal elever i klassen vilket underl\u00e4ttar n\u00e4r vi ska prata om h\u00e4lften. Sedan var det inte sv\u00e5rt att prata om hel, halv och fj\u00e4rdedel. Hur de ser ut och hur det skrivs i br\u00e5kform. Och hur l\u00e4tt det faktiskt \u00e4r att se andelen i ett cirkeldiagram. F\u00f6r detta spann jag vidare fr\u00e5n v\u00e5ra halvklassgrupper i cirkeldiagrammet till ett pizza-material med magnetiska pizzabitar som finns p\u00e5 skolan. Barnen kunde enkelt identifiera b\u00e5de, halvor, fj\u00e4rdedelar och tredjedelar d\u00e5 jag satte upp dem huller om buller p\u00e5 tavlan.<\/p>\n<p>Att p\u00e5 det h\u00e4r s\u00e4ttet arbeta med praktiskt material och laborera och tala om begrepp inom matematikundervisningen \u00e4r ett s\u00e4tt att g\u00f6ra matematiken verklig. I Piag\u00e9ts begreppsv\u00e4rld omtalas detta som ett s\u00e4tt att ge barn \u201dinre bilder\u201d av matematiska begrepp (Malmer 2010). Detta gynnar alla barns f\u00f6rst\u00e5else f\u00f6r \u00e4mnet och inte minst barn med inl\u00e4rningssv\u00e5righeter enligt Gudrun Malmer i <i>Bra matematik f\u00f6r alla.\u00a0<\/i><\/p>\n<p><a href=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg\"><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"alignnone size-full wp-image-1654\" src=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=860%2C645\" alt=\"\" width=\"860\" height=\"645\" srcset=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?w=3264&amp;ssl=1 3264w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=150%2C113&amp;ssl=1 150w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=768%2C576&amp;ssl=1 768w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=1365%2C1024&amp;ssl=1 1365w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=700%2C525&amp;ssl=1 700w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?resize=800%2C600&amp;ssl=1 800w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?w=1720 1720w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5192.jpg?w=2580 2580w\" sizes=\"auto, (max-width: 860px) 100vw, 860px\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Jag har tidigare skrivit om hur vi varierar samlingen med hj&auml;lp av cirkeldiagram h&auml;r. S&aring; kontrollerar vi n&auml;rvaron om mornarna genom att alla barn f&aring;r placera in en t&aring;rtbit i diagrammet. P&aring; detta s&auml;tt f&aring;r de tr&auml;na p&aring; att l&auml;sa&hellip;<\/p>\n<p class=\"more-link-p\"><a class=\"more-link\" href=\"https:\/\/kulturpedagogik.se\/?p=1656\">Read more &rarr;<\/a><\/p>\n","protected":false},"author":1,"featured_media":1655,"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],"tags":[28,39,16,13],"class_list":["post-1656","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","tag-bild","tag-inkluderande","tag-matematik","tag-svenska"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/01\/img_5193.jpg?fit=3264%2C2448&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-qI","jetpack-related-posts":[{"id":2808,"url":"https:\/\/kulturpedagogik.se\/?p=2808","url_meta":{"origin":1656,"position":0},"title":"FN, faddrar och gemenskap","author":"Maria B Hurtig","date":"24 oktober, 2017","format":false,"excerpt":"Idag firade vi FN-dagen tillsammans med v\u00e5ra faddrar i \u00e5k 3 och sj\u00f6ng ihop med alla F-3. 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