{"id":4783,"date":"2025-03-11T11:08:48","date_gmt":"2025-03-11T11:08:48","guid":{"rendered":"https:\/\/flatarmal.is\/?p=4783"},"modified":"2025-03-12T09:08:20","modified_gmt":"2025-03-12T09:08:20","slug":"dagur-skapandi-staerdfraedinnar","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=4783","title":{"rendered":"Dagur skapandi st\u00e6r\u00f0fr\u00e6\u00f0innar"},"content":{"rendered":"\n

\u00d3sk Dagsd\u00f3ttir.<\/strong><\/p>\n\n\n\n

Sum telja a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i falli undir raunv\u00edsindi \u00fev\u00ed au\u00f0vita\u00f0 er h\u00fan miki\u00f0 notu\u00f0 \u00ed raunv\u00edsindum, en \u00f6nnur fullyr\u00f0a a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i teljist frekar til hugv\u00edsinda. \u00dea\u00f0 er h\u00e6gt a\u00f0 l\u00edta \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0ina sem verkf\u00e6ri, sem tungum\u00e1l og sem sk\u00f6pun.<\/p>\n\n\n\n

Sem verkf\u00e6ri er st\u00e6r\u00f0fr\u00e6\u00f0i hagn\u00fdt og gefur m\u00f6guleika til \u00feess a\u00f0 hj\u00e1lpa f\u00f3lki og st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 \u00fe\u00e1tt \u00ed m\u00f6rgum st\u00e6rstu uppfinningum \u00e1 svi\u00f0i l\u00e6knav\u00edsinda, stj\u00f6rnufr\u00e6\u00f0i, erf\u00f0afr\u00e6\u00f0i og annarra v\u00edsinda.<\/p>\n\n\n\n

St\u00e6r\u00f0fr\u00e6\u00f0i m\u00e1 l\u00edta \u00e1 sem fallegt tungum\u00e1l sem m\u00e1 nota til a\u00f0 l\u00fdsa heiminum. Tungum\u00e1li\u00f0 er al\u00fej\u00f3\u00f0legt og h\u00e6gt er a\u00f0 segja mj\u00f6g margt me\u00f0 f\u00e1um t\u00e1knum. Hins vegar getur tungum\u00e1l st\u00e6r\u00f0fr\u00e6\u00f0innar virst \u00f3skiljanlegt \u00feeim sem ekki hafa l\u00e6rt \u00fea\u00f0 e\u00f0a hafa misst tr\u00fana \u00e1 s\u00e9r til \u00feess a\u00f0 skilja \u00fea\u00f0.<\/p>\n\n\n\n

St\u00e6r\u00f0fr\u00e6\u00f0in sem sk\u00f6pun tengist b\u00e6\u00f0i verkf\u00e6rinu og tungum\u00e1linu. Eftir \u00fev\u00ed sem nemendum er leyft a\u00f0 vera meira skapandi \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ilegum vi\u00f0fangsefnum \u00feeim mun betur geta \u00feau vali\u00f0 s\u00e9r \u00f3l\u00edk verkf\u00e6ri \u00ed mismunandi a\u00f0st\u00e6\u00f0um. Eftir \u00fev\u00ed sem st\u00e6r\u00f0fr\u00e6\u00f0ingar s\u00f6kkva s\u00e9r meira \u00ed sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i st\u00e6kkar tungum\u00e1li\u00f0 og \u00feau lj\u00f3\u00f0 sem lesa m\u00e1.<\/p>\n\n\n\n

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\u00dea\u00f0 eru margar lei\u00f0ir til \u00feess a\u00f0 vera skapandi \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i. Sk\u00f6punin getur falist \u00ed lausnarlei\u00f0um, samvinnu, framsetningu og hugsun. \u00d6ll geta veri\u00f0 skapandi \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og mikilv\u00e6gt er a\u00f0 hvetja til sk\u00f6punar \u00ed \u00f6llum aldursh\u00f3pum.<\/p>\n\n\n\n

\u00cd leiksk\u00f3la m\u00e1 efla sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i me\u00f0 \u00fev\u00ed a\u00f0 gefa nemendum t\u00e6kif\u00e6ri til \u00feess a\u00f0 vinna me\u00f0 skapandi efnivi\u00f0 og r\u00e6kta skapandi samtal. Ung b\u00f6rn geta l\u00e6rt miki\u00f0 af \u00fev\u00ed a\u00f0 leika s\u00e9r me\u00f0 \u00f3l\u00edka kubba, sko\u00f0a dagatal, klukku, sta\u00f0setningu og fjarl\u00e6g\u00f0ir. \u00deau eru l\u00edka oft opin fyrir \u00fev\u00ed a\u00f0 r\u00e6\u00f0a v\u00edtt og breytt um s\u00edna eigin upplifun af heiminum og teikna, leira e\u00f0a lita \u00fea\u00f0 sem \u00feau sj\u00e1.<\/p>\n\n\n\n

\u00cd grunnsk\u00f3la n\u00e6st fram mikilv\u00e6g sk\u00f6pun me\u00f0 \u00fev\u00ed a\u00f0 leyfa nemendum a\u00f0 fara eigin lei\u00f0ir og byggja upp skilning \u00ed sameiningu. \u00dea\u00f0 er engin lei\u00f0 r\u00f6ng \u00feegar kemur a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i en au\u00f0vita\u00f0 gera \u00f6ll mist\u00f6k. Mist\u00f6k veita t\u00e6kif\u00e6ri til \u00feess a\u00f0 l\u00e6ra meira um hugsun nemenda og hj\u00e1lplegt getur veri\u00f0 a\u00f0 kenna nemendum um \u00fea\u00f0 hvernig heilinn \u00feroskast og hvernig vi\u00f0 l\u00e6rum af mist\u00f6kum. Ef vi\u00f0 gerum allt r\u00e9tt erum vi\u00f0 l\u00edklega ekki a\u00f0 l\u00e6ra miki\u00f0.<\/p>\n\n\n\n

A\u00f0rar lei\u00f0ir fyrir nemendur \u00ed grunnsk\u00f3la eru a\u00f0 sam\u00fe\u00e6tta st\u00e6r\u00f0fr\u00e6\u00f0i vi\u00f0 a\u00f0rar n\u00e1msgreinar eins og listir, \u00ed\u00fer\u00f3ttir, heimilisfr\u00e6\u00f0i, h\u00f6nnun og sm\u00ed\u00f0i, text\u00edlmennt, n\u00e1tt\u00farufr\u00e6\u00f0i og samf\u00e9lagsfr\u00e6\u00f0i. Einnig a\u00f0 fara \u00fat \u00ed n\u00e1tt\u00faruna og sko\u00f0a hvar m\u00e1 finna st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed n\u00e6rumhverfinu.<\/p>\n\n\n\n

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\u00cd framhaldssk\u00f3la er lykillinn a\u00f0 sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi a\u00f0 leyfa nemendum a\u00f0 takast \u00e1 vi\u00f0 fl\u00f3kin verkefni \u00ed samvinnu. A\u00f0 reyna a\u00f0 finna s\u00f6nnun sj\u00e1lf getur veri\u00f0 erfitt en gefandi og \u00fea\u00f0 a\u00f0 sko\u00f0a fj\u00f6lbreyttar lei\u00f0ir til \u00feess a\u00f0 sanna sama atri\u00f0i getur s\u00fdnt nemendum hva\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in er fj\u00f6lbreytt. A\u00f0 skilja sannanir st\u00e6r\u00f0fr\u00e6\u00f0inga og skynja fegur\u00f0 \u00feeirra, getur l\u00edka veri\u00f0 \u00e1hugavert fyrir nemendur. Sk\u00f6pun \u00ed framhaldsk\u00f3last\u00e6r\u00f0fr\u00e6\u00f0i getur l\u00edka byggst \u00e1 \u00fev\u00ed a\u00f0 gefa nemendum t\u00e6kif\u00e6ri til \u00feess a\u00f0 vinna me\u00f0 t\u00f6lvuforrit eins og Geogebru og \u00fer\u00e1tt fyrir aldurinn geta verkleg g\u00f6gn og g\u00f3\u00f0ur g\u00f6ngut\u00far skila\u00f0 s\u00ednu fyrir \u00feennan aldursh\u00f3p.<\/p>\n\n\n\n

Sum telja a\u00f0 \u00feau sem eru \u00ed erfi\u00f0leikum me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i \u00e6ttu frekar a\u00f0 l\u00e6ra st\u00e6r\u00f0fr\u00e6\u00f0ina \u00fat fr\u00e1 f\u00f6stum reglum og fyrirframgefnum a\u00f0fer\u00f0um en \u00fea\u00f0 hefur s\u00fdnt sig a\u00f0 \u00feau sem eru \u00ed erfi\u00f0leikum hafa oft mestu \u00fe\u00f6rfina fyrir sk\u00f6pun. Me\u00f0 \u00fev\u00ed a\u00f0 styrkja nemendur til a\u00f0 fara eigin lei\u00f0ir m\u00e1 auka skilning \u00feeirra \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i en h\u00fan l\u00e6rist best ef nemandi skilur hva\u00f0 fengist er vi\u00f0. \u00deetta \u00fe\u00fd\u00f0ir ekki a\u00f0 \u00fea\u00f0 megi aldrei l\u00e6ra reglur e\u00f0a a\u00f0fer\u00f0ir heldur er \u00feetta allt spurning um sta\u00f0 og stund og hvort sl\u00edkt er l\u00e6rt \u00ed gegnum sk\u00f6pun og skilning.<\/p>\n\n\n\n

Algengur misskilningur er a\u00f0 sk\u00f6pun \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i feli \u00ed s\u00e9r a\u00f0 nemendur eigi ekkert a\u00f0 reikna. \u00dea\u00f0 er hins vegar ekki r\u00e9tt. H\u00fan felur eing\u00f6ngu \u00ed s\u00e9r a\u00f0 \u00fea\u00f0 a\u00f0 reikna s\u00e9 ekki upphaf og endir st\u00e6r\u00f0fr\u00e6\u00f0innar heldur s\u00e9 h\u00fan mun v\u00ed\u00f0ari b\u00e6\u00f0i hva\u00f0 snertir innihald og vinnubr\u00f6g\u00f0. Me\u00f0 sk\u00f6pun getur st\u00e6r\u00f0fr\u00e6\u00f0in veri\u00f0 mj\u00f6g skemmtileg og heillandi.<\/p>\n\n\n\n

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Nokkrar hugmyndir a\u00f0 skapandi verkefnum<\/strong><\/p>\n\n\n\n

\u00datist\u00e6r\u00f0fr\u00e6\u00f0i<\/strong><\/p>\n\n\n\n

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\u00datist\u00e6r\u00f0fr\u00e6\u00f0i er \u00e1hugaver\u00f0ust ef vi\u00f0 n\u00fdtum umhverfi\u00f0 \u00ed n\u00e1minu. Au\u00f0vita\u00f0 getur veri\u00f0 notalegt a\u00f0 setjast \u00fat me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ib\u00f3kina en enn\u00fe\u00e1 betra er a\u00f0 fara \u00fat og sko\u00f0a umhverfi\u00f0 \u00fat fr\u00e1 sj\u00f3narhorni st\u00e6r\u00f0fr\u00e6\u00f0innar. \u00deetta m\u00e1 gera \u00ed n\u00e1tt\u00farunni e\u00f0a hinu mannger\u00f0a umhverfi, \u00fea\u00f0 er nefnilega l\u00edka skemmtileg st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed borgum, st\u00e9ttum og byggingum. Fyrir yngri nemendur getur henta\u00f0 a\u00f0 sko\u00f0a eitt atri\u00f0i og leita a\u00f0 \u00e1kve\u00f0nu formi en fyrir eldri nemendur getur fari\u00f0 fram almenn leit a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ilegum fyrirb\u00e6rum. Benda m\u00e1 nemendum \u00e1 a\u00f0 sko\u00f0a umhverfi\u00f0 \u00fat fr\u00e1 fj\u00f6lda, hra\u00f0a og formum til \u00feess a\u00f0 koma hugsun \u00feeirra af sta\u00f0. Einnig er h\u00e6gt a\u00f0 \u00fatb\u00faa s\u00e9rst\u00f6k verkefni sem tengjast n\u00e1tt\u00faru, umhverfi, t\u00f6lfr\u00e6\u00f0i og r\u00famfr\u00e6\u00f0i. \u00cd b\u00f3kinni Messy Maths<\/em> eftir Juliet Robertson eru fj\u00f6lm\u00f6rg verkefni sem m\u00e1 vinna \u00fati. Gaman er fr\u00e1 \u00fev\u00ed a\u00f0 segja a\u00f0 \u00ed b\u00f3kinni eru verkefni fr\u00e1 \u00edslenskum leiksk\u00f3lakennara.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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T\u00f6lfr\u00e6\u00f0i<\/strong><\/p>\n\n\n\n

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T\u00f6lfr\u00e6\u00f0i vefst fyrir m\u00f6rgum. Darrell Huff fjallar \u00ed b\u00f3k sinni How to lie with statistics<\/em> um \u00fea\u00f0 hvernig m\u00e1 blekkja me\u00f0 t\u00f6lfr\u00e6\u00f0i og bendir \u00e1 a\u00f0 \u00fea\u00f0 s\u00e9 til lygi, haugalygi og svo t\u00f6lfr\u00e6\u00f0i. S\u00fa b\u00f3k er st\u00f3rskemmtileg og \u00fear eru margar myndir sem geta vaki\u00f0 upp umr\u00e6\u00f0ur og \u00e1huga. Gott er a\u00f0 r\u00e6\u00f0a vi\u00f0 nemendur um \u00fe\u00e1 t\u00f6lfr\u00e6\u00f0i sem sett er fram \u00ed fj\u00f6lmi\u00f0lum og hvernig megi meta hvort h\u00fan s\u00e9 \u00e1rei\u00f0anleg e\u00f0a villandi. \u00dea\u00f0 getur veri\u00f0 skapandi a\u00f0 rannsaka t\u00f6lfr\u00e6\u00f0ilega framsetningu og r\u00e6\u00f0a um hana.<\/p>\n\n\n\n

Einnig er spennandi fyrir nemendur a\u00f0 n\u00fdta t\u00f6lfr\u00e6\u00f0i \u00ed tengslum vi\u00f0 eigin \u00e1hugam\u00e1l og \u00fear m\u00e1 byrja me\u00f0 ungum nemendum en gera fl\u00f3knari kr\u00f6fur til \u00feeirra sem eru lengra komin. \u00cd \u00feessu m\u00e1 l\u00edka gefa nemendum t\u00e6kif\u00e6ri til \u00feess a\u00f0 l\u00e6ra a\u00f0 nota t\u00f6flureikna. Mj\u00f6g \u00e1hugavert er fyrir nemendur a\u00f0 nota t\u00f6flureikni til a\u00f0 b\u00faa til myndrit eins og s\u00falurit, l\u00ednurit og sk\u00edfurit en sk\u00f6pun getur falist \u00ed \u00fev\u00ed a\u00f0 leyfa nemendum a\u00f0 velja vi\u00f0fangsefni og rannsaka sj\u00e1lf \u00fea\u00f0 sem \u00feau vilja setja fram. T\u00f6lfr\u00e6\u00f0ikynningar eru t\u00e6kif\u00e6ri fyrir nemendur til \u00feess a\u00f0 segja fr\u00e1 eigin hug\u00f0arefnum me\u00f0 tungum\u00e1li st\u00e6r\u00f0fr\u00e6\u00f0innar og r\u00e6\u00f0a um framsetningu.<\/p>\n<\/div>\n\n\n\n

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T\u00e6kni<\/strong><\/p>\n\n\n\n

Skapandi t\u00e6kni \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi er \u00fe\u00e1ttur sem sumir kennarar eru \u00f3\u00f6ruggir me\u00f0. M\u00f6rg halda a\u00f0 t\u00e6knin s\u00e9 fl\u00f3knari en h\u00fan \u00ed rauninni er en gott getur veri\u00f0 a\u00f0 byrja \u00e1 \u00fev\u00ed a\u00f0 kynna s\u00e9r hva\u00f0 er til \u00ed sk\u00f3lanum, hvernig a\u00f0gengi er h\u00e1tta\u00f0 hj\u00e1 sveitarf\u00e9laginu og byrja a\u00f0 pr\u00f3fa. \u00dea\u00f0 getur l\u00edka veri\u00f0 gott a\u00f0 athuga hvort \u00fea\u00f0 s\u00e9u einhver n\u00e1mskei\u00f0 \u00ed bo\u00f0i e\u00f0a hvort \u00fei\u00f0 \u00feekki\u00f0 einhvern sem kann \u00e1 t\u00e6knina en svo er oft h\u00e6gt a\u00f0 finna myndb\u00f6nd \u00e1 netinu sem kenna \u00fdmislegt.<\/p>\n\n\n\n

\u00deegar valin er skapandi t\u00e6kni er gott a\u00f0 spyrja sig hvert hlutverk nemenda er og hvernig t\u00e6knin sty\u00f0ur vi\u00f0 n\u00e1m \u00feeirra, me\u00f0al annars me\u00f0 tilliti til h\u00e6fnivi\u00f0mi\u00f0a \u00ed a\u00f0aln\u00e1mskr\u00e1 og grunn\u00fe\u00e1tta menntunar. Mikilv\u00e6gt er a\u00f0 sko\u00f0a hversu vel t\u00e6knin hentar fyrir \u00feann aldur sem \u00e1 \u00ed hlut og a\u00f0 sj\u00e1lfs\u00f6g\u00f0u a\u00f0 h\u00fan s\u00e9 mann\u00fa\u00f0leg og innihaldi ekki ofbeldi gegn f\u00f3lki e\u00f0a d\u00fdrum.<\/p>\n\n\n\n

Fyrir leiksk\u00f3la eru til skemmtilegar Fischer Price lirfur sem h\u00e6gt er a\u00f0 forrita og svo er til forritanlegt Duplo. Alltaf er best fyrir leiksk\u00f3lab\u00f6rn a\u00f0 hafa hluti sem hreyfast og h\u00e6gt er a\u00f0 handleika. \u00c1 \u00feessum aldri er leikur og upplifun a\u00f0alatri\u00f0i\u00f0. Ef nota \u00e1 t\u00e6kni \u00ed leiksk\u00f3lan\u00e1mi er mikilv\u00e6gt a\u00f0 h\u00fan s\u00e9 skemmtileg og sty\u00f0ji vi\u00f0 f\u00e9lagsleg samskipti.<\/p>\n\n\n\n

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\u00c1 yngsta stigi grunnsk\u00f3la er enn\u00fe\u00e1 mikilv\u00e6gt fyrir nemendur a\u00f0 handleika hluti. \u00de\u00e1 hentar OSMO mj\u00f6g vel. OSMO er forrit fyrir iPad en me\u00f0 forritinu fylgir spegill og verkleg g\u00f6gn. Spegillinn festist \u00e1 iPad-inn \u00feannig a\u00f0 verklegu g\u00f6gnin sem nemendur handleika eru notu\u00f0 til \u00feess a\u00f0 leysa verkefnin \u00ed forritinu. Verkefnin eru tangram, forritun og pitsaleikur \u00fear sem er reikna\u00f0 og fleiri st\u00e6r\u00f0fr\u00e6\u00f0ileikir. Forritunarm\u00fds eins og Jack e\u00f0a BeeBot eru l\u00edka g\u00f3\u00f0ar til \u00feess a\u00f0 kenna forritunarhugsun og vinna me\u00f0 tilfinningu fyrir kortum, t\u00f6lum og vegalengdum.<\/p>\n<\/div>\n<\/div>\n\n\n\n

\u00c1 mi\u00f0stigi m\u00e1 \u00e1fram vinna me\u00f0 m\u00fds en \u00f6nnur v\u00e9lmenni geta l\u00edka veri\u00f0 skemmtileg en \u00fear er Ozobot \u00ed miklu upp\u00e1haldi. Ozobot er v\u00e9lmenni me\u00f0 karakter og \u00fe\u00f3 a\u00f0 \u00fea\u00f0 s\u00e9 forritanlegt er stundum eins og \u00fea\u00f0 hafi sinn eigin vilja og geti jafnvel m\u00f3\u00f0gast e\u00f0a fari\u00f0 \u00ed f\u00fdlu. Gott er a\u00f0 r\u00e6\u00f0a vi\u00f0 nemendur um \u00fea\u00f0 a\u00f0 \u00f6ll t\u00f6lvut\u00e6kni s\u00e9 forritu\u00f0 af m\u00f6nnunum og v\u00e9lmennin geta ekki sj\u00e1lf \u00e1kve\u00f0i\u00f0 a\u00f0 taka yfir heiminn og a\u00f0 \u00fev\u00ed fylgi \u00e1byrg\u00f0 a\u00f0 st\u00fdra t\u00e6kninni \u00e1 j\u00e1kv\u00e6\u00f0an og r\u00e9ttan h\u00e1tt.<\/p>\n\n\n\n

Fyrir unglingastig og framhaldssk\u00f3lana er h\u00e6gt a\u00f0 vinna me\u00f0 flest v\u00e9lmenni en eitt sem er s\u00e9rstaklega skemmtilegt er iRobot root. \u00dea\u00f0 minnir \u00e1 ryksuguv\u00e9lmennin sem koma fr\u00e1 sama framlei\u00f0anda en getur gert svo \u00f3tal margt og b\u00ed\u00f0ur upp \u00e1 a\u00f0 n\u00fdta b\u00e6\u00f0i einf\u00f6ld og fl\u00f3kin forritunarm\u00e1l. Einnig geta kennarar l\u00e1ti\u00f0 hann skrifa fyrir sig \u00e1 t\u00f6fluna.<\/p>\n\n\n\n

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\u00d6nnur skemmtileg v\u00e9lmenni fyrir \u00fdmsan aldur eru Sphero, Botley og Dash. Geogebra er einnig t\u00e6kni sem nota m\u00e1 \u00e1 \u00f6llum stigum. Grunnforriti\u00f0 vinnur me\u00f0 hnitakerfi, form og fleira. \u00der\u00edv\u00edddarforriti\u00f0 f\u00e6rir meira l\u00edf \u00ed hlutina og \u00fear er me\u00f0al annars h\u00e6gt a\u00f0 n\u00fdta s\u00e9r aukinn veruleika (e. augmented reality) til \u00feess a\u00f0 skella k\u00falu e\u00f0a p\u00fdram\u00edda \u00ed kennslustofuna. \u00c1 unglinga- og framhaldsk\u00f3lastigi er graf\u00edsk reikniv\u00e9l Geogebru gott verkf\u00e6ri til \u00feess a\u00f0 teikna og p\u00e6la \u00ed m\u00f6guleikum falla og fleiri st\u00e6r\u00f0fr\u00e6\u00f0ilegra fyrirb\u00e6ra.<\/p>\n\n\n\n

\u00dea\u00f0 mikilv\u00e6gasta til \u00feess a\u00f0 l\u00e6ra \u00e1 t\u00e6knina er a\u00f0 \u00feora a\u00f0 pr\u00f3fa sig \u00e1fram. \u00dea\u00f0 er fyrir kennara a\u00f0 pr\u00f3fa sj\u00e1lf tiltekna t\u00e6kni \u00e1\u00f0ur en h\u00fan er n\u00fdtt \u00ed kennslu. \u00dea\u00f0 \u00fe\u00fd\u00f0ir ekki a\u00f0 kennarar \u00feurfi a\u00f0 kunna fullkomlega \u00e1 allt \u00fev\u00ed nemendur gr\u00e6\u00f0a oft miki\u00f0 \u00e1 \u00fev\u00ed a\u00f0 finna lausnir sj\u00e1lfir og spjalla um lei\u00f0ir til \u00feess. \u00deannig myndast g\u00f3\u00f0 n\u00e1msstemning.<\/p>\n\n\n\n

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R\u00famfr\u00e6\u00f0i<\/strong><\/p>\n\n\n\n

\u00cd sta\u00f0 \u00feess a\u00f0 segja nemendum hverjar reglurnar \u00ed r\u00famfr\u00e6\u00f0i s\u00e9u m\u00e1 gjarnan leyfa \u00feeim a\u00f0 komast a\u00f0 \u00fev\u00ed. \u00cd r\u00famfr\u00e6\u00f0i er uppg\u00f6tvunarn\u00e1m nefnilega tilvali\u00f0. Yngstu nemendurnir geta gr\u00e6tt miki\u00f0 \u00e1 \u00fev\u00ed a\u00f0 leika s\u00e9r og s\u00fdsla me\u00f0 kubba. \u00ddmsar tegundir af kubbum henta en segulkubbar og kaplakubbar eru \u00ed s\u00e9rst\u00f6ku upp\u00e1haldi. Segulkubbar passa \u00fe\u00f3 ekki \u00feeim allra yngstu \u00fev\u00ed ef \u00feeir brotna eru \u00feeir h\u00e6ttulegir. Einingarkubbar eru klass\u00edskir og me\u00f0 \u00feeim er h\u00e6gt a\u00f0 uppg\u00f6tva margt. Kennari \u00fearf ekki a\u00f0 gera miki\u00f0 anna\u00f0 en a\u00f0 fylgjast me\u00f0 h\u00f3pnum en getur r\u00e6tt vi\u00f0 nemendur, komi\u00f0 me\u00f0 hugmyndir og teki\u00f0 myndir. Skr\u00e1ning getur skipt miklu m\u00e1li fyrir skapandi ferli og er \u00ed anda lei\u00f0sagnarn\u00e1ms og \u00fev\u00ed geta kennarar b\u00e6\u00f0i teki\u00f0 myndir og skrifa\u00f0 hj\u00e1 s\u00e9r athugasemdir um ferli\u00f0. S\u00ed\u00f0an er ekkert sem kemur \u00ed veg fyrir a\u00f0 kennarar leiki s\u00e9r l\u00edka og nj\u00f3ti s\u00edn \u00ed fl\u00e6\u00f0i me\u00f0 b\u00f6rnunum.<\/p>\n\n\n\n

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Uppg\u00f6tvunarn\u00e1m \u00e1 l\u00edka vi\u00f0 fyrir eldri nemendur. Nemendur geta rannsaka\u00f0 og fundi\u00f0 \u00fat reglur fyrir flatarm\u00e1l hyrninga, r\u00famm\u00e1l ferstrendinga e\u00f0a yfirbor\u00f0sflatarm\u00e1l \u00fer\u00edv\u00ed\u00f0ra forma. Jafnvel fyrir elstu nemendur er enn h\u00e6gt a\u00f0 leyfa \u00feeim a\u00f0 gl\u00f6ggva sig sj\u00e1lf \u00e1 samhengi, reglum og s\u00f6nnunum. H\u00f3pvinna er lykilatri\u00f0i \u00ed r\u00famfr\u00e6\u00f0i \u00fev\u00ed \u00fea\u00f0 gerist svo margt vi\u00f0 \u00fea\u00f0 a\u00f0 r\u00e6\u00f0a saman og heyra hvernig a\u00f0rir hugsa um \u00fea\u00f0 sem \u00fe\u00fa s\u00e9r\u00f0 \u00e1 \u00e1kve\u00f0inn veg. Kennarinn getur blanda\u00f0 s\u00e9r \u00ed umr\u00e6\u00f0urnar, hent inn kveikjum og \u00fdtt undir sk\u00f6pun. \u00c1 eldri sk\u00f3lastigum er skr\u00e1ning kennara l\u00edka \u00e6skileg en enn d\u00fdrm\u00e6tara er a\u00f0 kenna nemendum sj\u00e1lfum a\u00f0 skr\u00e1 ferli\u00f0, b\u00e6\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0ilega og me\u00f0 l\u00fdsandi or\u00f0um.<\/p>\n\n\n\n

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\u00derautalausnir<\/strong><\/p>\n\n\n\n

\u00derautalausnir eru hjarta\u00f0 \u00ed skapandi st\u00e6r\u00f0fr\u00e6\u00f0i. Polya sag\u00f0i \u00e1ri\u00f0 1962 um lausnaleit:<\/p>\n\n\n\n

Lausnaleit (e. problem solving) sn\u00fdst um um a\u00f0 finna lei\u00f0 \u00fat \u00far erfi\u00f0leikum, lei\u00f0 kringum hindrun, a\u00f0 n\u00e1 markmi\u00f0i sem blasti ekki vi\u00f0. Lausnaleit er s\u00e9rstakur afrakstur greindar og greind er s\u00e9rleg gj\u00f6f mannanna. Lausnaleit m\u00e1 \u00fev\u00ed sj\u00e1 sem a\u00f0aleinkenni mannlegra athafna.<\/p>\n\n\n\n

\u00c9g held reyndar a\u00f0 Jane Goodahl hafi s\u00ed\u00f0ar s\u00fdnt fram \u00e1 a\u00f0 \u00fea\u00f0 s\u00e9 ekki bara ma\u00f0urinn sem b\u00fai yfir h\u00e6fileikum til a\u00f0 leita lausna \u00ed starfi s\u00ednu me\u00f0 \u00f6pum. \u00dea\u00f0 er l\u00edka mikilv\u00e6gt a\u00f0 muna a\u00f0 vi\u00f0 h\u00f6fum \u00f6ll greind og h\u00e6fileika til lausnaleitar. \u00dea\u00f0 getur nefnilega \u00fev\u00e6lst miki\u00f0 fyrir st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi \u00feegar f\u00f3lk telur a\u00f0 a\u00f0eins sum s\u00e9u st\u00e6r\u00f0fr\u00e6\u00f0if\u00f3lk og a\u00f0 fl\u00f3kin st\u00e6r\u00f0fr\u00e6\u00f0i s\u00e9 ekki \u00e1 valdi nema f\u00e1rra \u00fatvalinna.<\/p>\n\n\n\n

Me\u00f0 \u00fev\u00ed a\u00f0 f\u00e1st vi\u00f0 \u00ferautir og leysa \u00fe\u00e6r saman geta nemendur \u00feroska\u00f0 heilann og \u00e6ft sig \u00ed a\u00f0 hugsa \u00e1 skapandi h\u00e1tt. Skemmtilegast er a\u00f0 leyfa nemendum a\u00f0 gl\u00edma saman vi\u00f0 \u00ferautir og ekki er verra ef \u00feau n\u00e1 a\u00f0 r\u00f6kr\u00e6\u00f0a e\u00f0a jafnvel \u00ferasa um st\u00e6r\u00f0fr\u00e6\u00f0ina, en samt au\u00f0vita\u00f0 \u00e1 vinalegu n\u00f3tunum \u00fear sem \u00f6ll mega koma me\u00f0 s\u00ednar hugmyndir sem hlusta\u00f0 er \u00e1.<\/p>\n\n\n\n

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V\u00ed\u00f0a m\u00e1 finna \u00ferautir til a\u00f0 leggja fyrir nemendur. Martin Gardner, sem var t\u00f6frama\u00f0ur og d\u00e1lkah\u00f6fundur hj\u00e1 Scientific American, hefur skrifa\u00f0 fj\u00f6lmargar g\u00f3\u00f0ar \u00ferauta- og heilabrotab\u00e6kur. Ein \u00feeirra var \u00fe\u00fddd yfir \u00e1 \u00edslensku og heitir Aha! Ekki er allt sem s\u00fdnist.<\/em> Entertaining Mathematical Puzzles<\/em> er s\u00f6mulei\u00f0is b\u00f3k sem m\u00e1 m\u00e6la me\u00f0 og er full af g\u00f3\u00f0um \u00ferautum. H\u00e9r eru tveir g\u00f3\u00f0ir \u00ferautabankar \u00e1 \u00edslensku og svo er au\u00f0vita\u00f0 miki\u00f0 af g\u00f3\u00f0u efni \u00e1 vef Flatarm\u00e1la.<\/em><\/p>\n\n\n\n

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Leikir og \u00ferautir<\/strong><\/a><\/div>\n<\/div>\n\n\n\n
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\u00derautir og r\u00f6khugsun<\/strong><\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Mynstur<\/strong><\/p>\n\n\n\n

Mynstur \u00fe\u00fd\u00f0ir svo margt. \u00dea\u00f0 geta veri\u00f0 talnamynstur, \u00fea\u00f0 geta veri\u00f0 mynstur \u00ed algebru og \u00fea\u00f0 geta veri\u00f0 myndr\u00e6n mynstur. Myndr\u00e6n mynstur eru af \u00fdmsum toga. \u00dea\u00f0 getur veri\u00f0 gaman a\u00f0 vinna me\u00f0 menningartengd mynstur eins og saum e\u00f0a prj\u00f3n. Brotar (e. fractals) gefa \u00f3tal m\u00f6guleika til ranns\u00f3kna \u00e1samt myndum eftir  Escher \u00fear sem sko\u00f0a m\u00e1 \u00fe\u00f6kun (e. tesselation) og m\u00f6rk \u00e1 milli hins raunverulega og hins s\u00fdnilega.<\/p>\n\n\n\n

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Fyrir yngri nemendur er gagnlegt a\u00f0 vinna me\u00f0 margf\u00f6ldunart\u00f6flur \u00fat fr\u00e1 mynstrum. \u00deannig m\u00e1 prenta \u00fat hundra\u00f0reitat\u00f6flu og lita t\u00f6lur \u00far \u00f3l\u00edkum margf\u00f6ldunart\u00f6flum \u00ed \u00e1kve\u00f0num lit. Eins er \u00e1hugavert a\u00f0 rannsaka t\u00f6lurnar sj\u00e1lfar og reyna a\u00f0 finna mynstur \u00ed \u00feeim. \u00deetta blasir vi\u00f0 \u00ed  fimm sinnum og n\u00edu sinnum t\u00f6flunum en er fl\u00f3knara \u00ed hinum. \u00d6nnur a\u00f0fer\u00f0 er k\u00f3rtalning (e. choral counting) sem er skemmtileg lei\u00f0 til \u00feess a\u00f0 sko\u00f0a margf\u00f6ldun. \u00de\u00e1 er tali\u00f0 fr\u00e1 gefinni t\u00f6lu og stokki\u00f0 upp um a\u00f0ra (e\u00f0a s\u00f6mu) gefna t\u00f6lu \u00fear til kennarinn stoppar og r\u00e6\u00f0ir m\u00e1lin vi\u00f0 nemendur \u00ed h\u00f3p. Me\u00f0 \u00fev\u00ed m\u00e1 sko\u00f0a margf\u00f6ldun \u00fear sem ekki er byrja\u00f0 \u00e1 n\u00falli. \u00de\u00e1 m\u00e1 s\u00e9rstaklega m\u00e6la me\u00f0 \u00fev\u00ed a\u00f0 taka sj\u00f6 sinnum t\u00f6fluna sem er gagnleg fyrir dagatali\u00f0 sama hva\u00f0a t\u00f6lu byrja\u00f0 er \u00e1.<\/p>\n\n\n\n

Fyrir eldri nemendur getur veri\u00f0 \u00e1hugavert a\u00f0 sko\u00f0a youtube-r\u00e1s sem Vihart heldur \u00fati. Vihart sko\u00f0ar \u00fea\u00f0 sem h\u00fan kallar skemmtist\u00e6r\u00f0fr\u00e6\u00f0i (e. recreational mathematics). H\u00fan talar mj\u00f6g hra\u00f0a ensku en \u00f6ll myndb\u00f6ndin eru myndr\u00e6n og skapandi. H\u00fan sko\u00f0ar me\u00f0al annars \u00f3endanleikann og talnarunur \u00e1 skemmtilegan h\u00e1tt.<\/p>\n\n\n\n

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Fj\u00e1rm\u00e1l<\/strong><\/p>\n\n\n\n

A\u00f0 lokum langar mig a\u00f0 nefna fj\u00e1rm\u00e1l sem lei\u00f0 til \u00feess a\u00f0 vinna skapandi me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i. M\u00f6rgum finnst fj\u00e1rm\u00e1l kannski ekki mj\u00f6g skapandi ef \u00feeim lei\u00f0ist heimilsb\u00f3khaldi\u00f0 en fyrir nemendur getur \u00fea\u00f0 a\u00f0 leika s\u00e9r me\u00f0 peninga, a\u00f0 fara \u00ed b\u00fa\u00f0arleik, stofna fyrirt\u00e6ki e\u00f0a hanna \u00edb\u00fa\u00f0 veri\u00f0 mj\u00f6g skapandi. \u00dea\u00f0 \u00fearf samt a\u00f0 passa a\u00f0 fara ekki \u00ed samanbur\u00f0 sem byggist \u00e1 \u00fev\u00ed a\u00f0 sko\u00f0a og bera saman hluti sem nemendur eiga sem tengist \u00fe\u00e1 bakgrunni nemenda og fj\u00e1rhagslegri st\u00f6\u00f0u \u00feeirra. Mikilv\u00e6gt er a\u00f0 hafa allar a\u00f0st\u00e6\u00f0ur um fj\u00e1rm\u00e1l \u00edmynda\u00f0ar \u00fev\u00ed \u00fe\u00e1 losnum vi\u00f0 undan \u00feeim vanda og miklu fleiri m\u00f6guleikar myndast \u00e1 skapandi vinnu.<\/p>\n\n\n\n

Fj\u00e1rm\u00e1lin m\u00e1 au\u00f0vita\u00f0 l\u00edka taka inn \u00ed t\u00f6flureikni og \u00fe\u00f3 a\u00f0 sl\u00edkt vir\u00f0ist ekki \u00ed fyrstu skapandi geta nemendur \u00e6ft sig \u00ed a\u00f0 hanna eigin l\u00edk\u00f6n sem byggja \u00e1 \u00fev\u00ed a\u00f0 setja inn \u00f3l\u00edkar forsendur og f\u00e1 \u00f3l\u00edkar ni\u00f0urst\u00f6\u00f0ur.<\/p>\n\n\n\n

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A\u00f0 lokum<\/strong><\/p>\n\n\n\n

Sama hva\u00f0a skapandi lei\u00f0ir eru farnar \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i \u00fe\u00e1 er \u00e6skilegt a\u00f0 leyfa \u00f3l\u00edkar forsendur, \u00f3l\u00edkar ni\u00f0urst\u00f6\u00f0ur, \u00f3l\u00edkar lausnarlei\u00f0ir, \u00f3l\u00edkar hugmyndir og \u00f3l\u00edka nemendur. Fj\u00f6lbreytnin er sterkur bandama\u00f0ur og mikilv\u00e6gt er a\u00f0 hj\u00e1lpa nemendum a\u00f0 me\u00f0taka a\u00f0 \u00feau geta \u00f6ll l\u00e6rt st\u00e6r\u00f0fr\u00e6\u00f0i og a\u00f0 vi\u00f0 kunnum a\u00f0 meta hugmyndir \u00feeirra allra. Ekkert er mikilv\u00e6gara en einmitt \u00fea\u00f0.<\/p>\n\n\n\n

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\u00d3sk Dagsd\u00f3ttir, Lektor \u00ed kennslufr\u00e6\u00f0i me\u00f0 \u00e1herslu \u00e1 sk\u00f6pun og st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m, Menntav\u00edsindasvi\u00f0i H\u00e1sk\u00f3la \u00cdslands<\/strong><\/p>\n<\/div><\/div>\n\n\n\n

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

\u00d3sk Dagsd\u00f3ttir. Sum telja a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i falli undir raunv\u00edsindi \u00fev\u00ed au\u00f0vita\u00f0 er h\u00fan miki\u00f0 notu\u00f0 \u00ed raunv\u00edsindum, en \u00f6nnur fullyr\u00f0a a\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i teljist frekar til hugv\u00edsinda. \u00dea\u00f0 er h\u00e6gt a\u00f0 l\u00edta \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0ina sem verkf\u00e6ri, sem tungum\u00e1l og sem sk\u00f6pun. Sem verkf\u00e6ri er st\u00e6r\u00f0fr\u00e6\u00f0i hagn\u00fdt og gefur m\u00f6guleika til \u00feess a\u00f0 hj\u00e1lpa f\u00f3lki og st\u00e6r\u00f0fr\u00e6\u00f0i…<\/p>\n","protected":false},"author":1,"featured_media":4805,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[68,67,11,16,70,69,18,21,14,65,66],"class_list":["post-4783","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized","tag-dagur-staerdfraedinnar","tag-framhaldsskoli","tag-leikskoli","tag-midstig","tag-skapandi","tag-skapandi-staerdfraedi","tag-skapandi-staerdfraediverkefni","tag-staerdfraedi","tag-staerdfraedikennsla","tag-unglingstig","tag-yngsta-stig"],"_links":{"self":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4783","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=4783"}],"version-history":[{"count":40,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4783\/revisions"}],"predecessor-version":[{"id":4874,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/4783\/revisions\/4874"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/4805"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4783"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=4783"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=4783"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}