{"id":2355,"date":"2024-01-20T09:30:03","date_gmt":"2024-01-20T09:30:03","guid":{"rendered":"https:\/\/flatarmal.is\/?p=2355"},"modified":"2025-07-18T09:32:33","modified_gmt":"2025-07-18T09:32:33","slug":"hlutbundin-staerdfraedi-a-yngsta-stigi","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=2355","title":{"rendered":"Hlutbundin st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 yngsta stigi"},"content":{"rendered":"\n
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El\u00edn \u00d3sk Vilhj\u00e1lmsd\u00f3ttir.<\/strong><\/p>\n<\/div>\n<\/div>\n\n\n\n

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Hausti\u00f0 2018 t\u00f3k \u00e9g \u00ed fyrsta skipti vi\u00f0 umsj\u00f3narkennslu \u00ed 1. bekk, en \u00e1\u00f0ur haf\u00f0i \u00e9g starfa\u00f0 sem umsj\u00f3narkennari \u00ed 6 \u00e1r \u00e1 mi\u00f0stigi \u00ed S\u00e6mundarsk\u00f3la. \u00c9g f\u00e9kk \u00fea\u00f0 verkefni \u00ed hendur a\u00f0 breyta kennsluh\u00e1ttum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 yngsta stigi; f\u00e6kka verkefnum \u00ed b\u00f3k og leggja meiri \u00e1herslu \u00e1 hlutbundna vinnu. Vi\u00f0 t\u00f3k alls konar hugmyndavinna me\u00f0 \u00fea\u00f0 a\u00f0 markmi\u00f0i a\u00f0 koma j\u00e1kv\u00e6\u00f0um hugmyndum til nemenda um st\u00e6r\u00f0fr\u00e6\u00f0i og jafnframt gera n\u00e1mi\u00f0 fj\u00f6lbreytt og skemmtilegt.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur \u00e1 \u00feessum aldri hafa l\u00edti\u00f0 \u00fathald \u00ed sama verkefni\u00f0 \u00ed lengri t\u00edma, finnst gaman a\u00f0 vinna saman og ekki skemmir fyrir ef verkefni\u00f0 er miki\u00f0 unni\u00f0 \u00ed h\u00f6ndunum, ekki bara reikna \u00ed b\u00f3k.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur \u00fej\u00e1lfa hversu miki\u00f0 felst \u00ed hverjum t\u00f6lustaf. Draga fyrst t\u00f6lu, eiga svo a\u00f0 finna mynd sem er me\u00f0 jafn m\u00f6rgum hringjum og setja svo einn kubb ofan \u00e1 hvern hring til a\u00f0 f\u00e1 tilfinninguna fyrir fj\u00f6ldanum sem talan t\u00e1knar.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur a\u00f0 spila talnabing\u00f3 \u00fear sem l\u00f6g\u00f0 er \u00e1hersla \u00e1 fr\u00e1dr\u00e1tt. \u00cd leiknum kastar einn nemandi \u00ed einu tveimur teningum og dregur svo a\u00f0ra t\u00f6luna fr\u00e1 hinni og kannar hvort hann geti fundi\u00f0 svari\u00f0 \u00e1 bing\u00f3spjaldinu s\u00ednu. Samlagning var einnig \u00fej\u00e1lfu\u00f0 \u00e1 sama h\u00e1tt.<\/strong><\/p>\n<\/div>

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Spil me\u00f0 t\u00f6lum fr\u00e1 0-100. Nemendur \u00fej\u00e1lfa sig \u00ed a\u00f0 lesa og \u00feekkja t\u00f6lurnar fr\u00e1 0-100. Spilunum er skipt jafnt \u00e1 milli \u00feeirra sem eru me\u00f0 og s\u00e1 byrjar sem er me\u00f0 spili\u00f0 \u201cBYRJA\u201d. Einn nemandi spyr: \u201c\u00c9g er me\u00f0 20 – hver er me\u00f0 55?\u201d og \u00fe\u00e1 athuga hinir hvort \u00feeir s\u00e9u me\u00f0 t\u00f6luna 55. N\u00e6sti tekur vi\u00f0 og spyr \u00e1 sama h\u00e1tt. Svona gengur spili\u00f0 \u00fear til allir hafa losa\u00f0 sig vi\u00f0 s\u00edn spil. Nemendum fannst \u00feetta spil mj\u00f6g skemmtilegt.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur ra\u00f0a saman t\u00f6lum \u00feannig a\u00f0 \u00fea\u00f0 er einn tugur \u00e1 milli talnanna.<\/strong><\/p>\n\n\n\n

Talnask\u00edfur, eins og \u00fe\u00e6r sem sj\u00e1st \u00e1 myndinni, er h\u00e6gt a\u00f0 n\u00fdta \u00ed margv\u00edsleg verkefni sem tengjast talnafr\u00e6\u00f0i. \u00d6nnur \u00fatf\u00e6r\u00f0 verkefni voru til d\u00e6mis a\u00f0 flokka talnask\u00edfurnar \u00ed oddat\u00f6lur og sl\u00e9ttar t\u00f6lur, og a\u00f0 finna allar t\u00f6lur sem enda \u00e1 5 e\u00f0a 0.<\/strong><\/p>\n<\/div>

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\u00c1kve\u00f0i\u00f0 var a\u00f0 nota st\u00f6\u00f0vavinnu, en \u00fea\u00f0 henta\u00f0i mj\u00f6g vel fyrir \u00e1herslurnar okkar og markmi\u00f0. Settar voru upp fj\u00f3rar st\u00f6\u00f0var og voru nemendur \u00e1 hverri st\u00f6\u00f0 \u00ed 15-20 m\u00edn\u00fatur. St\u00f6\u00f0varnar voru \u00e1 dagskr\u00e1 einu sinni til tvisvar \u00ed viku. Vi\u00f0 byrju\u00f0um alltaf hvern st\u00f6\u00f0vart\u00edma \u00e1 a\u00f0 setjast saman \u00e1 mottu fyrir framan t\u00f6fluna og kennarinn f\u00f3r yfir hva\u00f0a st\u00f6\u00f0var v\u00e6ru \u00ed t\u00edmanum. Yfirleitt voru \u00ferj\u00e1r st\u00f6\u00f0var me\u00f0 sj\u00e1lfst\u00fdrandi verkefnum og ein st\u00f6\u00f0 sem var kennarast\u00fdr\u00f0. St\u00f6\u00f0varnar voru b\u00e6\u00f0i vi\u00f0 bor\u00f0 nemenda en einnig s\u00e1tu nemendur e\u00f0a l\u00e1gu \u00e1 mottum \u00e1 g\u00f3lfinu. Verkefnin sem eru kynnt \u00ed \u00feessari grein henta nemendum \u00ed 1. – 3. bekk grunnsk\u00f3la.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur unnu oft \u00e1 s\u00e9rstakar t\u00fasst\u00f6flur. Hver nemandi er me\u00f0 einn rennil\u00e1sarpoka, \u00ed honum er einn penni, einn svampur og ein t\u00fasstafla. Nemandinn g\u00e6tti \u00feess a\u00f0 allt \u00ferennt v\u00e6ri \u00ed vasanum hj\u00e1 s\u00e9r \u00feegar hann kom \u00e1 st\u00f6\u00f0ina og l\u00edka \u00feegar hann f\u00f3r fr\u00e1 st\u00f6\u00f0inni.<\/strong><\/p>\n\n\n\n

Nemendur dr\u00f3gu d\u00e6mi og \u00e1ttu a\u00f0 \u00e6fa sig \u00ed uppsetningu. \u00c1 \u00feessari st\u00f6\u00f0 var unni\u00f0 me\u00f0 samlagningu og fr\u00e1dr\u00e1tt. Verkefni\u00f0 gekk mj\u00f6g vel, nemendum fannst au\u00f0veldara a\u00f0 skrifa \u00e1 t\u00fasst\u00f6flur heldur en \u00ed reikningsb\u00f3k og au\u00f0veldara a\u00f0 stroka \u00fat ef \u00feeir ger\u00f0u mist\u00f6k. \u00dea\u00f0 er l\u00edka svol\u00edti\u00f0 spennandi a\u00f0 f\u00e1 a\u00f0 skrifa \u00e1 t\u00fasst\u00f6flu eins og kennarinn.<\/strong><\/p>\n<\/div>

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Unni\u00f0 me\u00f0 a\u00f0 b\u00e6ta einum tug vi\u00f0 t\u00f6luna sem sem dregin er \u00far talnapottinum. Nemendur skrifa ni\u00f0ur t\u00f6luna sem \u00feeir draga \u00e1 t\u00fasst\u00f6fluna s\u00edna og \u00e6fa sig svo a\u00f0 b\u00e6ta alltaf einum tug vi\u00f0 og skrifa n\u00e6stu fimm t\u00f6lur \u00ed talnarununni. \u00deetta verkefni gekk alltaf mj\u00f6g vel og \u00fej\u00e1lfa\u00f0i nemendur \u00ed a\u00f0 telja \u00e1 tug.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur l\u00e6ra a\u00f0 skilja a\u00f0 margf\u00f6ldun s\u00e9 endurtekin samlagning. Nemendur kasta tveimur teningum, upp koma t\u00f6lurnar 4 og 5, nemandinn \u00e1kve\u00f0ur \u00fe\u00e1 hvort hann \u00e6tli a\u00f0 teikna fj\u00f3ra teninga sem s\u00fdna b\u00e1\u00f0ir 5 \ufeff\u7280\u5229\u58eb<\/a>\n<\/span>doppur e\u00f0a teikna fimm teninga sem s\u00fdna fj\u00f3rar doppur hver. Nemendur skrifa svo t\u00f6lurnar sem margf\u00f6ldunard\u00e6mi og finna svari\u00f0 \u00fat fr\u00e1 myndinni sinni. \u00deetta verkefni gekk mj\u00f6g vel og nemendum fannst \u00fea\u00f0 skemmtilegt. Nemendur skildu betur hvernig margf\u00f6ldun virkar sem endurtekin samlagning og a\u00f0 v\u00edxlregla gildi.<\/strong><\/p>\n<\/div>

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Nemendur draga d\u00e6mi \u00far bunka \u00e1 mi\u00f0ju bor\u00f0inu og \u00e6fa sig a\u00f0 reikna d\u00e6min \u00e1 t\u00fasst\u00f6flu. \u00de\u00e1 l\u00e6ra nemendur a\u00f0 nota talnagrind til a\u00f0 a\u00f0sto\u00f0a sig vi\u00f0 reikninginn.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Miki\u00f0 var lagt upp \u00far \u00fev\u00ed a\u00f0 nemendur k\u00e6mu a\u00f0 st\u00f6\u00f0vunum snyrtilegum og a\u00f0 n\u00e1msg\u00f6gnin v\u00e6ru tilb\u00fain \u00e1 r\u00e9ttum st\u00f6\u00f0um. \u00deegar t\u00edminn \u00e1 hverri st\u00f6\u00f0 var b\u00fainn, \u00e1ttu nemendur a\u00f0 ganga fr\u00e1 st\u00f6\u00f0inni sinni \u00feannig a\u00f0 h\u00fan leit eins \u00fat og \u00feegar \u00feau komu a\u00f0 henni. Til a\u00f0 byrja me\u00f0 f\u00f3r mikill t\u00edmi \u00ed a\u00f0 kenna nemendum \u00feetta en \u00feegar lei\u00f0 \u00e1 veturinn t\u00f3k fr\u00e1gangurinn einungis nokkrar m\u00edn\u00fatur og \u00fe\u00e1 var umgengnin alltaf g\u00f3\u00f0 og vir\u00f0ing borin fyrir n\u00e1msg\u00f6gnum.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Unni\u00f0 me\u00f0 t\u00f6lur fr\u00e1 0-100. Hver nemandi f\u00e9kk eitt band og talnakubba. Verkefni\u00f0 f\u00f3l \u00ed s\u00e9r a\u00f0 finna allar t\u00f6lur \u00ed hverjum tug fyrir sig, t.d. 1-10, 11-20, 21-30 o.s.frv.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur byggja eftir fyrirmynd me\u00f0 litu\u00f0um sent\u00edkubbum. Hver og einn nemandi byggir s\u00edna mynd. <\/strong><\/p>\n\n\n\n

\u00deegar b\u00fai\u00f0 er a\u00f0 byggja myndina \u00e1 spjaldinu \u00fe\u00e1 \u00fearf a\u00f0 passa a\u00f0 taka alla kubbana \u00ed sundur, skila \u00feeim aftur \u00ed kassann og draga svo n\u00fdja mynd. <\/strong><\/p>\n\n\n\n

Nemendum fannst \u00feetta verkefni mj\u00f6g skemmtilegt og b\u00e1\u00f0u oft um a\u00f0 fara \u00ed \u00fea\u00f0 \u00ed frj\u00e1lsum t\u00edma.<\/strong><\/p>\n<\/div>

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Nemendur sitja saman \u00e1 mottu og spila spil sem finna m\u00e1 \u00ed n\u00e1msefninu Sproti.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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\u00c1 \u00feessari st\u00f6\u00f0 var unni\u00f0 me\u00f0 m\u00e1nu\u00f0ina. Nemendur \u00e1ttu a\u00f0 ra\u00f0a m\u00e1nu\u00f0unum \u00ed r\u00e9tta r\u00f6\u00f0 samkv\u00e6mt dagatali en einnig var unni\u00f0 samb\u00e6rilegt verkefni me\u00f0 vikudagana.<\/strong><\/p>\n<\/div>

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\u00c1 einni st\u00f6\u00f0 var unni\u00f0 me\u00f0 spegil\u00e1s. Nemendur byrju\u00f0u \u00e1 \u00fev\u00ed a\u00f0 gera spegil\u00e1sinn me\u00f0 sv\u00f6rtum perlum og perlu\u00f0u svo mynd \u00f6\u00f0ru hvoru megin vi\u00f0 spegil\u00e1sinn sem \u00feau speglu\u00f0u s\u00ed\u00f0an yfir spegil\u00e1sinn. \u00c1 myndinni m\u00e1 sj\u00e1 afrakstur \u00feeirrar vinnu.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Verkefnin sem nemendur unnu \u00e1 st\u00f6\u00f0vunum voru fj\u00f6lbreytt. M\u00f6rg verkefnanna voru fengin af heimas\u00ed\u00f0unni \u00dat fyrir b\u00f3kina<\/a><\/em> og Teaching Packs<\/a><\/em> og flest hlutbundnu g\u00f6gnin fengum vi\u00f0 hj\u00e1 ABC sk\u00f3lav\u00f6rum. Einnig notu\u00f0um vi\u00f0 Ipada en yfirleitt var alltaf ein st\u00f6\u00f0 me\u00f0 Ipad. \u00de\u00e1 unnum vi\u00f0 \u00ed \u00fdmsum forritum eins og Osmo og n\u00fdttum okkur miki\u00f0 norsku heimas\u00ed\u00f0una Multi<\/em> sem tengist n\u00e1msefninu Sprota<\/em> (vi\u00f0 v\u00f6ldum verkefni og \u00fatsk\u00fdr\u00f0um fyrir nemendum hva\u00f0 \u00e6tti a\u00f0 gera, \u00fev\u00ed fyrirm\u00e6lin eru \u00e1 norsku).<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur vinna tveir og tveir saman \u00ed IPAD \u00ed forritinu OSMO numbers. H\u00e9rna er veri\u00f0 a\u00f0 \u00fej\u00e1lfa samlagningu talna. OSMO numbers er fr\u00e1b\u00e6rt forrit til a\u00f0 \u00fej\u00e1lfa talnaskilning, samlagningu og margf\u00f6ldun.<\/strong> <\/p>\n\n\n\n

OSMO er me\u00f0 miki\u00f0 \u00farval forrita sem n\u00fdtast vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu \u00ed sk\u00f3lum. \u00deau forrit sem vi\u00f0 n\u00fdtum mest eru OSMO numbers, OSMO tangram, OSMO pizza, OSMO detective og OSMO coding Awbie.<\/strong><\/p>\n<\/div>

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Nemendur vinna saman tveir og tveir \u00ed Ipad me\u00f0 forriti\u00f0 OSMO coding Awbie. <\/strong><\/p>\n\n\n\n

Nemendur \u00fej\u00e1lfast \u00ed r\u00f6khugsun og a\u00f0 leysa \u00ferautir og gefa skipanir. Nemendum fannst \u00feetta skemmtilegt verkefni, oft \u00e1 t\u00ed\u00f0um krefjandi en skemmtilegt.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Einstaklingsvinna \u00ed Ipad. Forriti\u00f0 Tynker nota\u00f0 til a\u00f0 \u00fej\u00e1lfa r\u00f6khugsun.<\/strong><\/p>\n<\/div>

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\u00dea\u00f0 sem st\u00f3\u00f0 upp \u00far \u00feegar nemendur unnu saman \u00e1 st\u00f6\u00f0vum var a\u00f0 \u00feau hj\u00e1lpu\u00f0u hvort \u00f6\u00f0ru meira og samtali\u00f0 sem \u00e1tti s\u00e9r sta\u00f0 \u00e1 milli nemenda um n\u00e1mi\u00f0 var meira heldur en \u00feegar \u00feau vinna \u00ed b\u00f3kum. Nemendum fannst au\u00f0veldara a\u00f0 reikna \u00e1 t\u00fasst\u00f6flur heldur en a\u00f0 skrifa \u00ed b\u00f3k og \u00feegar nemendur a\u00f0sto\u00f0u\u00f0u hver annan \u00fe\u00e1 g\u00e1tu \u00feau svo au\u00f0veldlega \u00fatsk\u00fdrt \u00e1 sinni t\u00f6flu e\u00f0a skrifa\u00f0 \u00e1 t\u00f6fluna hj\u00e1 \u00feeim sem \u00feau voru a\u00f0 a\u00f0sto\u00f0a.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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Nemendur draga \u00feraut me\u00f0 or\u00f0ad\u00e6mi og eiga a\u00f0 leysa \u00ferautina. Hver nemandi er me\u00f0 sitt svarbla\u00f0 en f\u00e6r talnaspjald me\u00f0 t\u00f6lum upp \u00ed 100 til a\u00f0 a\u00f0sto\u00f0a sig. \u00deegar nemandi hefur leyst \u00ferautina skrifar hann svari\u00f0 \u00e1 sitt svarbla\u00f0, notar svo Ipadinn til a\u00f0 taka mynd af QR k\u00f3\u00f0anum \u00e1 \u00ferautarspjaldinu og f\u00e6r \u00fe\u00e1 upp r\u00e9tt svar sem hann ber saman vi\u00f0 sitt.<\/strong> <\/p>\n\n\n\n

Nemendum fannst oft erfitt a\u00f0 vinna me\u00f0 or\u00f0ad\u00e6mi en skemmtilegt \u00fev\u00ed \u00fea\u00f0 var gaman a\u00f0 sj\u00e1 strax me\u00f0 QR k\u00f3\u00f0anum hvort \u00ferautin hafi veri\u00f0 r\u00e9tt leyst.<\/strong><\/p>\n<\/div>

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H\u00e9rna m\u00e1 sj\u00e1 \u00feegar nemandi tekur mynd af QR k\u00f3\u00f0anum og f\u00e6r svari\u00f0 \u00ed IPADINN sem hann getur svo bori\u00f0 saman vi\u00f0 eigin lausn.<\/strong><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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H\u00e9r eru nemendur l\u00edka a\u00f0 leysa or\u00f0ad\u00e6mi en eru n\u00fa me\u00f0 einingakubba til a\u00f0 a\u00f0sto\u00f0a sig vi\u00f0 lausnarleitina. Allir eru me\u00f0 sitt eigi\u00f0 svarbla\u00f0 og sannreyna svo svari\u00f0 me\u00f0 QR k\u00f3\u00f0anum<\/strong><\/p>\n\n\n\n

Nemendur voru alltaf mj\u00f6g spenntir og j\u00e1kv\u00e6\u00f0ir \u00feegar \u00feeir vissu a\u00f0 morgni a\u00f0 \u00fea\u00f0 yr\u00f0i st\u00f6\u00f0vavinna \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00feann daginn og spur\u00f0u oft \u00ed lok dags hvort \u00fea\u00f0 yr\u00f0i l\u00edka st\u00f6\u00f0vavinna daginn eftir. Vi\u00f0horf nemenda var almennt j\u00e1kv\u00e6tt og \u00e1hugi \u00feeirra \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i j\u00f3kst. \u00dea\u00f0 m\u00e1 \u00fev\u00ed segja a\u00f0 vel hafi tekist a\u00f0 n\u00e1 \u00feeim markmi\u00f0um sem vi\u00f0 l\u00f6g\u00f0um upp me\u00f0; a\u00f0 gera st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi\u00f0 fj\u00f6lbreytt og skemmtilegt me\u00f0 \u00e1herslu \u00e1 hlutbundna vinnu og um lei\u00f0 efla j\u00e1kv\u00e6tt vi\u00f0horf nemenda til st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n<\/div>

\"\"<\/figure><\/div>\n\n\n\n
<\/div>\n\n\n\n
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El\u00edn \u00d3sk Vilhj\u00e1lmsd\u00f3ttir, st\u00e6r\u00f0fr\u00e6\u00f0ikennari vi\u00f0 S\u00e6mundarsk\u00f3la.<\/p>\n<\/div>

<\/figure><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

El\u00edn \u00d3sk Vilhj\u00e1lmsd\u00f3ttir. Hausti\u00f0 2018 t\u00f3k \u00e9g \u00ed fyrsta skipti vi\u00f0 umsj\u00f3narkennslu \u00ed 1. bekk, en \u00e1\u00f0ur haf\u00f0i \u00e9g starfa\u00f0 sem umsj\u00f3narkennari \u00ed 6 \u00e1r \u00e1 mi\u00f0stigi \u00ed S\u00e6mundarsk\u00f3la. \u00c9g f\u00e9kk \u00fea\u00f0 verkefni \u00ed hendur a\u00f0 breyta kennsluh\u00e1ttum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 yngsta stigi; f\u00e6kka verkefnum \u00ed b\u00f3k og leggja meiri \u00e1herslu \u00e1 hlutbundna vinnu. Vi\u00f0…<\/p>\n","protected":false},"author":1,"featured_media":2384,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-2355","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/2355","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2355"}],"version-history":[{"count":32,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/2355\/revisions"}],"predecessor-version":[{"id":5354,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/2355\/revisions\/5354"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/2384"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2355"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2355"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2355"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}