{"id":963,"date":"2015-09-27T14:44:57","date_gmt":"2015-09-27T14:44:57","guid":{"rendered":"http:\/\/kulturpedagogik.se\/?p=963"},"modified":"2015-10-01T17:45:53","modified_gmt":"2015-10-01T17:45:53","slug":"monster-monster","status":"publish","type":"post","link":"https:\/\/kulturpedagogik.se\/?p=963","title":{"rendered":"M\u00f6nster, m\u00f6nster"},"content":{"rendered":"

Att klippa och klistra m\u00f6nster \u00e4r en kul \u00f6vning som alla barn kan lyckas med och knyter an till matematik i l\u00e4gre \u00e5ldrar. Med lite f\u00e4rgat papper och kanske som h\u00e4r \u00e4ven lite glansigt s\u00e5dant blir m\u00f6jligheterna att hitta p\u00e5 n\u00e5got o\u00e4ndliga. Enklare och sv\u00e5rare m\u00f6nster, noggrant klippta och lite friare tillyxade. N\u00e4r de blir till f\u00e4rggranna remsor p\u00e5 det h\u00e4r viset g\u00f6r sig alla olika m\u00f6nster bra p\u00e5 sitt s\u00e4tt. \u00c4ven h\u00e4r finns det m\u00f6jlighet att se ett individuellt uttryck hos barnen om vi ger m\u00f6jlighet till det. Att till\u00e5ta att olikheter synligg\u00f6rs och respekteras kan betecknas som en interkulturell aspekt som gynnar tolerans i gruppen. Att bli sedd p\u00e5 lika villkor i sitt eget individuella uttryck st\u00e4rker k\u00e4nslan av att vara sedd f\u00f6r den man \u00e4r. H\u00e4r har vi delat ett A4 p\u00e5 l\u00e4ngden och fogat samman dessa till en l\u00e5ng remsa. D\u00e4refter fick barnen h\u00e4mta f\u00e4rgat papper och glansigt papper f\u00f6r att klippa i. \u00d6vningen tog ca 60 min. Id\u00e9n kommer fr\u00e5n Kristina Skafvenstedt<\/a>.<\/p>\n

\"image\"<\/a> \"image\"<\/a> \"image\"<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Att klippa och klistra mönster är en kul övning som alla barn kan lyckas med och knyter an till matematik i lägre åldrar. Med lite färgat papper och kanske som här även lite glansigt sådant blir möjligheterna att hitta på…<\/p>\n

Read more →<\/a><\/p>\n","protected":false},"author":1,"featured_media":964,"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":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[1],"tags":[28,18,16,37],"class_list":["post-963","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ar-1-3","tag-bild","tag-interkulturalitet","tag-matematik","tag-tema"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2015\/09\/image-e1443365254579.jpeg?fit=3264%2C2448&ssl=1","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7YLN2-fx","jetpack-related-posts":[{"id":3757,"url":"https:\/\/kulturpedagogik.se\/?p=3757","url_meta":{"origin":963,"position":0},"title":"Bygga m\u00f6nster, fotografera och samtala","author":"Maria B Hurtig","date":"24 april, 2018","format":false,"excerpt":"Vi har b\u00f6rjat tala lite om m\u00f6nster i f\u00f6rskoleklassen. Efter en kort genomg\u00e5ng p\u00e5 tavlan fick eleverna jobba parvis med att hitta p\u00e5 ett m\u00f6nster tillsammans. Nu anv\u00e4nde vi oss av samma genomt\u00e4nkta par som jag skrev om h\u00e4r d\u00e5 vi i f\u00f6rra veckan ville att eleverna skulle agera l\u00e4randeresurser\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\/04\/img_7665.jpg?fit=1200%2C900&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/04\/img_7665.jpg?fit=1200%2C900&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/04\/img_7665.jpg?fit=1200%2C900&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/04\/img_7665.jpg?fit=1200%2C900&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/04\/img_7665.jpg?fit=1200%2C900&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":3977,"url":"https:\/\/kulturpedagogik.se\/?p=3977","url_meta":{"origin":963,"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. 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":"https:\/\/kulturpedagogik.se\/?cat=1"},"img":{"alt_text":"","src":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&ssl=1&resize=700%2C400 2x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2018\/06\/img_7932-1.jpg?fit=1200%2C900&ssl=1&resize=1050%2C600 3x"},"classes":[]},{"id":2918,"url":"https:\/\/kulturpedagogik.se\/?p=2918","url_meta":{"origin":963,"position":2},"title":"Vardagsmatte och delaktighet","author":"Maria B Hurtig","date":"27 november, 2017","format":false,"excerpt":"En del barn som befunnit sig i sv\u00e5righeter p\u00e5 f\u00f6rskolan fungerar b\u00e4ttre i F-klass. 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F\u00f6r den som har sv\u00e5rt med samspel \u00e4r utrymmet f\u00f6r fri lek och\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\/11\/img_6972.jpg?fit=900%2C1200&ssl=1&resize=350%2C200","width":350,"height":200,"srcset":"https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/11\/img_6972.jpg?fit=900%2C1200&ssl=1&resize=350%2C200 1x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/11\/img_6972.jpg?fit=900%2C1200&ssl=1&resize=525%2C300 1.5x, https:\/\/i0.wp.com\/media1.kulturpedagogik.se\/2017\/11\/img_6972.jpg?fit=900%2C1200&ssl=1&resize=700%2C400 2x"},"classes":[]},{"id":5274,"url":"https:\/\/kulturpedagogik.se\/?p=5274","url_meta":{"origin":963,"position":3},"title":"Mattespr\u00e5k med studiero i \u00e5k 1","author":"Maria B Hurtig","date":"13 mars, 2021","format":false,"excerpt":"Jag undervisar i halvklass i \u00e5k 1. Det \u00e4r ett s\u00e4tt att ge st\u00f6d till hela gruppen men utan att fokusera ett f\u00e5tal. Under halvklassundervisning hinner jag st\u00f6tta m\u00e5nga barn. Men \u00e4ven ordinarie l\u00e4rare f\u00e5r samtidigt samma m\u00f6jlighet. S\u00e5 vill vi lyfta undervisningen. Jag jobbar som specialpedagog och utvecklingsledare. 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Min kollega \u00e4r fortfarande sjuk s\u00e5 nu vickar jag igen och avnjuter flera h\u00e4rliga halvklasser i f-klass. Min tj\u00e4nst som specialpedagog ger utrymme f\u00f6r att \u00f6ver \u00e5ret prioritera olika grupper i behov av st\u00f6d. 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