{"id":2976,"date":"2017-12-12T20:49:50","date_gmt":"2017-12-12T20:49:50","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=2976"},"modified":"2018-01-16T19:17:50","modified_gmt":"2018-01-16T19:17:50","slug":"finmotorik-och-varierad-i-repetition","status":"publish","type":"post","link":"https:\/\/kulturpedagogik.se\/?p=2976","title":{"rendered":"Finmotorik och varierad repetition"},"content":{"rendered":"<p><img data-recalc-dims=\"1\" loading=\"lazy\" decoding=\"async\" class=\"wp-image-2974 size-full\" src=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?resize=854%2C640\" width=\"854\" height=\"640\" srcset=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?w=854&amp;ssl=1 854w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?resize=150%2C112&amp;ssl=1 150w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?resize=300%2C225&amp;ssl=1 300w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?resize=768%2C576&amp;ssl=1 768w, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7070.jpg?resize=700%2C525&amp;ssl=1 700w\" sizes=\"auto, (max-width: 854px) 100vw, 854px\" \/>Vi har jobbat med talen 1-9 under f\u00f6rsta terminen i f\u00f6rskoleklassen. Mycket har det handlat om taluppfattning och det m\u00e5ste vi forts\u00e4tta med. Dvs antalet som \u00e5syftas. Oftast anv\u00e4nder vi praktiska representationer f\u00f6r att skapa en f\u00f6rst\u00e5else och ge barnen inre bilder att luta sig mot som jag skrivit om till exempel <em><a href=\"http:\/\/kulturpedagogik.se\/?p=2641\">h\u00e4r<\/a><\/em>. Siffrorna \u00e4r abstrakta representationer och det viktigaste \u00e4r att f\u00e5 eleverna att f\u00f6rst\u00e5 vad den abstrakta symbolen egentligen betecknar f\u00f6r n\u00e5gon konkret storhet &#8211; taluppfattning.<\/p>\n<p>Men vi ska ocks\u00e5 l\u00e4ra oss siffrorna. Ett s\u00e4tt att repetera dem \u00e4r att klippa och klistra. D\u00e5 f\u00e5r vi ocks\u00e5 tillf\u00e4lle att \u00f6va v\u00e5r finmotorik. I den h\u00e4r \u00f6vningen jobbat barnen med att rita av mallar i kartong p\u00e5 ett lagom stort f\u00e4rgat papper. Sedan klipper de och klistrar upp siffrorna p\u00e5 en svart A4. Kul och nyttigt tycker vi. H\u00e4r kan vi ocks\u00e5 passa p\u00e5 att l\u00e4ra den som \u00e4r redo hur man klipper h\u00e5let i 6an genom att vika pappret eller visa hur man kan klippa bit f\u00f6r bit f\u00f6r att f\u00e5 en fin figur. Med mallarnas hj\u00e4lp klarar alla barn att genomf\u00f6ra \u00f6vningen p\u00e5 sin niv\u00e5. Att planera undervisningen s\u00e5 att alla elever kan inkluderas och arbeta p\u00e5 sin niv\u00e5 kallas en generell anpassning (Skolverket 2013).<\/p>\n<p>Skolverket (2014) <em>Allm\u00e4nna r\u00e5d, Arbete med extra anpassningar, s\u00e4rskilt st\u00f6d och \u00e5tg\u00e4rdsprogram. <\/em>Stockholm: Fritzes<\/p>\n<p><img data-recalc-dims=\"1\" decoding=\"async\" class=\"size-full\" src=\"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7098.jpg?w=860\" \/><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Vi har jobbat med talen 1-9 under f&ouml;rsta terminen i f&ouml;rskoleklassen. Mycket har det handlat om taluppfattning och det m&aring;ste vi forts&auml;tta med. Dvs antalet som &aring;syftas. Oftast anv&auml;nder vi praktiska representationer f&ouml;r att skapa en f&ouml;rst&aring;else och ge barnen&hellip;<\/p>\n<p class=\"more-link-p\"><a class=\"more-link\" href=\"https:\/\/kulturpedagogik.se\/?p=2976\">Read more &rarr;<\/a><\/p>\n","protected":false},"author":1,"featured_media":2975,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":true,"_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":[28,16],"class_list":["post-2976","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","tag-bild","tag-matematik"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7098.jpg?fit=2448%2C3264&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-M0","jetpack-related-posts":[{"id":2737,"url":"https:\/\/kulturpedagogik.se\/?p=2737","url_meta":{"origin":2976,"position":0},"title":"I landet mellan konkret och abstrakt","author":"Maria B Hurtig","date":"15 oktober, 2017","format":false,"excerpt":"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. 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F\u00f6r att\u2026","rel":"","context":"I \u201d\u00c5r F-3\u201d","block_context":{"text":"\u00c5r F-3","link":"https:\/\/kulturpedagogik.se\/?cat=1"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6650.jpg?fit=900%2C1200&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6650.jpg?fit=900%2C1200&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6650.jpg?fit=900%2C1200&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/10\/img_6650.jpg?fit=900%2C1200&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":3977,"url":"https:\/\/kulturpedagogik.se\/?p=3977","url_meta":{"origin":2976,"position":1},"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. 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I den h\u00e4r \u00f6vningen\u2026","rel":"","context":"I \u201d\u00c5r F-3\u201d","block_context":{"text":"\u00c5r F-3","link":"https:\/\/kulturpedagogik.se\/?cat=1"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7071.jpg?fit=607%2C455&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7071.jpg?fit=607%2C455&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/12\/img_7071.jpg?fit=607%2C455&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":4173,"url":"https:\/\/kulturpedagogik.se\/?p=4173","url_meta":{"origin":2976,"position":3},"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":"https:\/\/kulturpedagogik.se\/?cat=1"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/10\/img_8296.jpg?fit=640%2C890&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/10\/img_8296.jpg?fit=640%2C890&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/10\/img_8296.jpg?fit=640%2C890&ssl=1&resize=525%2C300 1.5x"},"classes":[]},{"id":2374,"url":"https:\/\/kulturpedagogik.se\/?p=2374","url_meta":{"origin":2976,"position":4},"title":"L\u00e4sa och r\u00e4kna och vem k\u00e4nner vem?","author":"Maria B Hurtig","date":"24 augusti, 2017","format":false,"excerpt":"Jag har tidigare skrivit om hur vi anv\u00e4nt v\u00e5ra namnkort f\u00f6r l\u00e4str\u00e4ning och samtal kring antal och j\u00e4mf\u00f6rande begrepp bl a\u00a0h\u00e4r. Med den nya F-klassen har vi b\u00f6rjat direkt med dessa namnkort. De anv\u00e4nder vi i olika \u00f6vningar som intr\u00e4desbiljett till samlingen p\u00e5 morgonen. 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