{"id":5657,"date":"2025-10-27T13:49:31","date_gmt":"2025-10-27T13:49:31","guid":{"rendered":"https:\/\/flatarmal.is\/?page_id=5657"},"modified":"2026-06-09T16:15:31","modified_gmt":"2026-06-09T16:15:31","slug":"rannsoknir-og-fagthroun","status":"publish","type":"page","link":"https:\/\/flatarmal.is\/?page_id=5657","title":{"rendered":"Ranns\u00f3knir og fag\u00fer\u00f3un"},"content":{"rendered":"\n
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Grunnsk\u00f3lakennarar um allan heim l\u00edta oft svo \u00e1 a\u00f0 \u00fea\u00f0 s\u00e9 v\u00edsbending um erfi\u00f0leika \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00feegar nemendur telja \u00e1 fingrum s\u00e9r. Ni\u00f0urst\u00f6\u00f0ur ranns\u00f3knah\u00f3ps sem Dr. Catherine Thevenot, pr\u00f3fessor \u00ed s\u00e1lfr\u00e6\u00f0i vi\u00f0 H\u00e1sk\u00f3lann \u00ed Lausanne \u00ed Sviss, lei\u00f0ir benda \u00fe\u00f3 einmitt til hins gagnst\u00e6\u00f0a. B\u00f6rn \u00e1 aldrinum 4\u00bd til 6\u00bd  sem telja \u00e1 fingrum s\u00e9r reynast s\u00fdna betri hugr\u00e6na f\u00e6rni og meiri reikningsgetu en b\u00f6rn sem gera \u00fea\u00f0 ekki. Ennfremur s\u00fdna ni\u00f0urst\u00f6\u00f0ur ranns\u00f3knanna a\u00f0 b\u00f6rn \u00e1 aldrinum 7\u00bd \u00e1ra sem leysa reikningsd\u00e6mi \u00e1 skilvirkan h\u00e1tt \u00e1n \u00feess a\u00f0 nota fingurna eiga \u00fea\u00f0 sameiginlegt a\u00f0 hafa \u00e1\u00f0ur tali\u00f0 \u00e1 fingrum s\u00e9r og n\u00fdta \u00fe\u00e1 \u00ed huganum \u00fe\u00e6r lausnarlei\u00f0ir sem \u00feau \u00fer\u00f3u\u00f0u me\u00f0 s\u00e9r me\u00f0an \u00e1 notkun fingra st\u00f3\u00f0. G\u00f3\u00f0u fr\u00e9ttirnar eru s\u00ed\u00f0an \u00fe\u00e6r a\u00f0 \u00fea\u00f0 er vel h\u00e6gt a\u00f0 kenna \u00feeim b\u00f6rnum, sem ekki hafa uppg\u00f6tva\u00f0 \u00feessa a\u00f0fer\u00f0 sj\u00e1lf, a\u00f0 reikna \u00e1 fingrum s\u00e9r og \u00fea\u00f0 lei\u00f0ir til verulegra framfara \u00ed samlagningarf\u00e6rni \u00feeirra.<\/p>\n<\/div>\n\n\n\n

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H\u00e9r eru tilv\u00edsanir \u00ed nokkrar n\u00fdlegar fr\u00e6\u00f0igreinar fr\u00e1 ranns\u00f3knah\u00f3pnum:<\/p>\n\n\n\n

\ud83d\udc4d Do Children need counting principle knowledge to count on their fingers?<\/a><\/p>\n\n\n\n

\ud83d\udc4d Finger counting training enhances addition performance in kindergarteners.<\/a><\/p>\n\n\n\n

\ud83d\udc4d Learning basic arithmetic: A comparison between rote and procedural learning based on an artificial sequence.<\/a><\/p>\n\n\n\n

\ud83d\udc4d French preschool and primary teachers\u00b4 attitude towards finger counting.<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n

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Einnig er vert a\u00f0 benda \u00e1 greinina Why Kids Should Use Their Fingers in Math Class<\/a><\/em> eftir Jo Boaler og Lang Chen, vi\u00f0 Stanford H\u00e1sk\u00f3la, og myndbandi\u00f0 Our Brains Think about Math Visually<\/a><\/em> af vefnum Youcubed.<\/p>\n<\/div>\n\n\n\n

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Stutt umfj\u00f6llun um greinina Skapandi st\u00e6r\u00f0fr\u00e6\u00f0i<\/strong> \u00ed b\u00f3kinni Me\u00f0 nesti og n\u00fdja sk\u00f3.<\/em>

N\u00fdlega var haldi\u00f0 \u00fatg\u00e1fuh\u00f3f vegna \u00fatg\u00e1fu b\u00f3kinnar Me\u00f0 nesti og n\u00fdja sk\u00f3<\/em>. Greinar um tengsl leiksk\u00f3la, grunnsk\u00f3la og fr\u00edstundaheimila. <\/em>Ritstj\u00f3rar hennar eru J\u00f3hanna Einarsd\u00f3ttir og Bj\u00f6rn R\u00fanar Egilsson.<\/p>\n\n\n\n

B\u00f3kin inniheldur 13 fr\u00e6\u00f0igreinar \u00fear sem sagt er fr\u00e1 ni\u00f0urst\u00f6\u00f0um ranns\u00f3kna sem tengjast menntun ungra barna og \u00fe\u00e1ttaskilunum \u00feegar skili\u00f0 er vi\u00f0 leiksk\u00f3la og grunnsk\u00f3lastig hefst og er fjalla\u00f0 um \u00feau m\u00e1l fr\u00e1 \u00fdmsum sj\u00f3narhornum.<\/p>\n\n\n\n

\u00cd b\u00f3kinni er a\u00f0 finna \u00e1hugaver\u00f0a grein eftir \u00d3sk Dagsd\u00f3ttur, lektor \u00e1 Menntav\u00edsindavi\u00f0i H\u00e1sk\u00f3la \u00cdslands sem ber heiti\u00f0 Skapandi st\u00e6r\u00f0fr\u00e6\u00f0i<\/strong>.
Starfs\u00fer\u00f3unarverkefni \u00ed \u00edslenskum grunnsk\u00f3la<\/strong>.<\/p>\n<\/div>\n<\/div>\n\n\n\n

\u00d3sk st\u00f3\u00f0 fyrir starfendaranns\u00f3kn \u00ed \u00edslenskum grunnsk\u00f3la um skapandi st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m \u00ed samstarfi vi\u00f0 kennara \u00ed 1.- 4. bekk og list- og verkgreinakennara vi\u00f0 sk\u00f3lann. Markmi\u00f0 ranns\u00f3knarinnar var a\u00f0 kanna hvernig kennarar upplif\u00f0u \u00e1hrif starfs\u00fer\u00f3unar \u00e1 uppeldisfr\u00e6\u00f0ilega s\u00fdn, st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m nemenda. Tilgangurinn var a\u00f0 varpa lj\u00f3si \u00e1 hvernig megi vinna me\u00f0 skapandi st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 \u00e1hrifar\u00edkan h\u00e1tt \u00ed sk\u00f3lastarfi. Gengi\u00f0 var \u00fat fr\u00e1 \u00feeirri grunnhugmynd a\u00f0 sk\u00f6pun skipti m\u00e1li fyrir n\u00e1m nemenda.<\/p>\n\n\n\n

\u00c1hugavert er a\u00f0 lesa ni\u00f0urst\u00f6\u00f0ur ranns\u00f3knarinnar sem varpa lj\u00f3si \u00e1 j\u00e1kv\u00e6\u00f0a upplifun \u00fe\u00e1tttakenda af starfs\u00fer\u00f3unarverkefni sem mi\u00f0ar a\u00f0 \u00fev\u00ed a\u00f0 efla eigin kennsluh\u00e6tti \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i sem skila\u00f0i s\u00e9r \u00ed auknum t\u00e6kif\u00e6rum nemenda til a\u00f0 d\u00fdpka skilning, \u00feekkingu og leikni \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. Me\u00f0al \u00feess sem kom fram var a\u00f0 \u00fe\u00e1tttakendur t\u00f6lu\u00f0u um mikilv\u00e6gi samr\u00e6\u00f0na \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og notkun hlutbundinna gagna. \u00deeir t\u00f6lu\u00f0u um nau\u00f0syn \u00feess a\u00f0 nemendur f\u00e1i r\u00fdmi til a\u00f0 l\u00e6ra og \u00feroskast af mist\u00f6kum og ennfremur t\u00f6ldu \u00feeir a\u00f0 hugtakaskilningur nemenda v\u00e6ri almennt betri ef \u00feeir fengju a\u00f0 r\u00e6\u00f0a saman og nota hlutbundin g\u00f6gn \u00ed sta\u00f0 \u00feess a\u00f0 reikna a\u00f0eins \u00ed b\u00f3k. Leikur, verkleg vinna og samr\u00e6\u00f0ur v\u00e6ru \u00fev\u00ed lykill a\u00f0 skapandi st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n\n\n\n

\u00deessi grein \u00e1 erindi vi\u00f0 alla sem vilja efla sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi og stu\u00f0la a\u00f0 sam\u00fe\u00e6ttingu n\u00e1msgreina og samfellu milli sk\u00f3lastiga. Kennarar \u00e1 yngsta stigi grunnsk\u00f3lans og eldri stigum leiksk\u00f3lans eru hvattir til a\u00f0 lesa hana og kynna s\u00e9r hvernig vinna megi me\u00f0 sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n\n\n\n

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Mikill fengur hefur borist st\u00e6r\u00f0fr\u00e6\u00f0ikennurum me\u00f0 \u00fe\u00fd\u00f0ingu Bjarnhei\u00f0ar Kristinsd\u00f3ttur \u00e1 b\u00f3k Peters Liljendahl um hugsandi sk\u00f3lastofu. B\u00f3kin kom \u00fat \u00ed j\u00fan\u00ed 2025 og er gefin \u00fat af H\u00e1sk\u00f3la\u00fatg\u00e1funni<\/a>.<\/p>\n\n\n\n

Peter Liljendahl, pr\u00f3fessor vi\u00f0 Simon Fraser Universty, Kanada, h\u00e9lt n\u00e1mskei\u00f0 \u00e1 vegum Flatar og Menntav\u00edsindasvi\u00f0s H\u00cd \u00e1ri\u00f0 2019 og var \u00fea\u00f0 vel s\u00f3tt. S\u00ed\u00f0an \u00fe\u00e1 hafa \u00e6 fleiri st\u00e6r\u00f0fr\u00e6\u00f0ikennarar veri\u00f0 a\u00f0 vinna me\u00f0 hugsandi sk\u00f3lastofu og \u00fer\u00f3a lei\u00f0ir til a\u00f0 n\u00fdta hugmyndina \u00ed eigin a\u00f0st\u00e6\u00f0um. Nokkrar greinar hafa birst \u00ed Flatarm\u00e1lum um hugsandi sk\u00f3lastofu. N\u00fa s\u00ed\u00f0ast grein N\u00f6nnu D\u00f3ru Ragnarsd\u00f3ttur<\/a> sem birtist \u00ed vor.<\/p>\n<\/div>\n\n\n\n

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Grunnhugmynd Peters Liljedahl byggir \u00e1 \u00fev\u00ed a\u00f0 hugsun s\u00e9 forsenda n\u00e1ms. Hann hefur rannsaka\u00f0 og  leita\u00f0 lei\u00f0a sem g\u00e6tu \u00fdtt undir hugsun og virkni nemenda \u00ed gl\u00edmu sinni vi\u00f0 ver\u00f0ug st\u00e6r\u00f0fr\u00e6\u00f0iverkefni. Hann setur fram 14 a\u00f0fer\u00f0ir sem stutt geta kennara \u00ed a\u00f0 skapa hugsandi sk\u00f3lastofu. \u00cd b\u00f3kinni er fari\u00f0 vel \u00ed hvernig byggja m\u00e1 upp andr\u00famsloft og menningu \u00fear sem nemendur eru sj\u00e1lfst\u00e6\u00f0ir og skapandi og tilb\u00fanir a\u00f0 deila hugmyndum s\u00ednum og leita lausnalei\u00f0a. Einnig eru f\u00e6r\u00f0 r\u00f6k fyrir og gefin d\u00e6mi um hvernig \u00feessar a\u00f0fer\u00f0ir styrkja st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m nemenda. Auk \u00feess eru a\u00f0 finna fj\u00f6lda ver\u00f0ugra verkefna sem n\u00fdta m\u00e1 \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00e1 \u00f6llum sk\u00f3lastigum.<\/p>\n\n\n\n

Peter Liljedahl hefur auk \u00feessarar b\u00f3kar gefi\u00f0 \u00fat b\u00e6kurnar Mathematics Tasks for the Thinking Classroom K-5<\/em> og Modifying Your Thinking Classroom for Different Settings: A Supplement to Building Thinking Classrooms in Mathematics<\/em>. En auk \u00feess m\u00e1 finna \u00e1 vefs\u00ed\u00f0u BTC<\/a> \u00e1hugavert efni, vi\u00f0t\u00f6l, fyrirlestra og alls kyns efni fyrir kennara.<\/p>\n\n\n\n

B\u00f3kin kom fyrst \u00fat \u00ed september 2020 \u00e1 ensku og hefur Bjarnhei\u00f0ur unni\u00f0 gott starf vi\u00f0 \u00fe\u00fd\u00f0ingu og \u00fatg\u00e1fu b\u00f3karinnar. \u00dea\u00f0 eru ekki til margar \u00fe\u00fdddar b\u00e6kur \u00e1 \u00edslensku um st\u00e6r\u00f0fr\u00e6\u00f0imenntun ef nokkur.  B\u00f3kin er g\u00f3\u00f0 aflestrar og vonandi \u00e1 h\u00fan eftir a\u00f0 n\u00fdtast \u00edslenskum st\u00e6r\u00f0fr\u00e6\u00f0ikennurum vel og lengi.<\/p>\n\n\n\n

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G\u00e6\u00f0i kennslu<\/strong><\/h3>\n\n\n\n

\u00cd apr\u00edl 2025 kom \u00fat b\u00f3kin G\u00e6\u00f0i kennslu \u2013 n\u00e1mst\u00e6kif\u00e6ri fyrir alla nemendur<\/em>. Ritstj\u00f3rar hennar eru Anna Krist\u00edn Sigur\u00f0ard\u00f3ttir, Herm\u00edna Gunn\u00fe\u00f3rsd\u00f3ttir og R\u00fanar Sig\u00fe\u00f3rsson.<\/p>\n\n\n\n

B\u00f3kin er afrakstur \u00fe\u00e1ttt\u00f6ku \u00edslenskra rannsakenda \u00ed norr\u00e6nu ranns\u00f3kninni Quint (Quality in Nordic Teaching). \u00cd b\u00f3kinni er a\u00f0 finna 15 \u00e1hugaver\u00f0a kafla um \u00edslenskt sk\u00f3lastarf. R\u00edflega helmingur kaflanna fjallar beint um ni\u00f0urst\u00f6\u00f0ur Quint-ranns\u00f3knarinnar \u00fear sem f\u00f3kus er \u00e1 greiningu \u00e1 g\u00e6\u00f0um kennslu \u00ed \u00edslensku, st\u00e6r\u00f0fr\u00e6\u00f0i og samf\u00e9lagsfr\u00e6\u00f0i. \u00dear er byggt \u00e1 g\u00f6gnum \u00far mynduppt\u00f6kum og \u00feau greind me\u00f0 greiningarlyklinum PLATO. \u00c1g\u00e6tlega er ger\u00f0 grein fyrir PLATO sem allir kennarar geta n\u00fdtt s\u00e9r til a\u00f0 greina eigin kennslu og leita lei\u00f0a til a\u00f0 b\u00e6ta einstaka \u00fe\u00e6tti kennslu sinnar. Auk \u00feess eru \u00ed b\u00f3kinni kaflar \u00fear sem g\u00e6\u00f0i kennslu eru sko\u00f0u\u00f0 fr\u00e1 fleiri hli\u00f0um.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Matematik didaktik \u2013 webinarer<\/a><\/strong><\/h3>\n\n\n\n

Nationalt Center for Udvikling af Matematikundervisning (NCUM)<\/a> b\u00fd\u00f0ur upp \u00e1 fj\u00f6lbreytt \u00farval rafr\u00e6nna fr\u00e6\u00f0sluerinda og umr\u00e6\u00f0na \u00ed samstarfi vi\u00f0 Dansk Matematisk Forening (DMN) og K\u00f8benhavns Professionsh\u00f8jskole (KP). <\/p>\n\n\n\n

\u00dear kynna lei\u00f0andi s\u00e9rfr\u00e6\u00f0ingar og rannsakendur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun ranns\u00f3knir s\u00ednar og r\u00e6\u00f0a a\u00f0fer\u00f0ir til a\u00f0 efla skilning nemenda \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n<\/div>\n\n\n\n

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P\u00e6lt \u00ed PISA<\/a><\/strong><\/h3>\n\n\n\n

Greining \u00e1 st\u00f6\u00f0u l\u00e6sis \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i, fyrsti fundur af sj\u00f6, \u00fear sem markmi\u00f0i\u00f0 var a\u00f0 kafa d\u00fdpra \u00ed ni\u00f0urst\u00f6\u00f0ur PISA-ranns\u00f3knarinnar 2022, f\u00f3r fram 15. jan\u00faar 2024 \u00ed Stakkahl\u00ed\u00f0, Bratta.<\/p>\n\n\n\n

\u00c1 \u00feessum fyrsta fundi var sta\u00f0a l\u00e6sis \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i greind:<\/p>\n\n\n\n