{"id":58,"date":"2022-12-07T18:58:29","date_gmt":"2022-12-07T18:58:29","guid":{"rendered":"http:\/\/flatarmal.is\/?p=58"},"modified":"2023-01-23T22:52:30","modified_gmt":"2023-01-23T22:52:30","slug":"hvernig-haegt-er-ad-koma-til-mots-vid-fjolbreyttan-nemendahop-i-staerdfraedi","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=58","title":{"rendered":"Hvernig h\u00e6gt er a\u00f0 koma til m\u00f3ts vi\u00f0 fj\u00f6lbreyttan nemendah\u00f3p \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i"},"content":{"rendered":"\r\n<p class=\"wp-block-paragraph\"><em><strong>Edda \u00d3skarsd\u00f3ttir<\/strong><\/em><br \/><em><strong>Eyr\u00fan \u00d3skarsd\u00f3ttir<\/strong><\/em><\/p>\r\n<p>A\u00f0 kenna fj\u00f6lbreyttum nemendah\u00f3pi st\u00e6r\u00f0fr\u00e6\u00f0i getur veri\u00f0 \u00e1skorun fyrir kennara. \u00deeir<br \/>\u00e6ttu \u00fe\u00f3 ekki a\u00f0 vera einir \u00ed \u00fev\u00ed verkefni heldur geta leita\u00f0 til samkennara, s\u00e9rkennara e\u00f0a<br \/>annarra sem \u00feeir telja a\u00f0 geti stutt sig.<\/p>\r\n<p>Fj\u00f6lbreyttir nemendah\u00f3par \u00feurfa fj\u00f6lbreyttar lei\u00f0ir til a\u00f0 l\u00e6ra st\u00e6r\u00f0fr\u00e6\u00f0i. \u00dea\u00f0 segir sig sj\u00e1lft<br \/>a\u00f0 engin ein lei\u00f0 dugar til a\u00f0 allir l\u00e6ri \u2013 heldur er \u00fea\u00f0 kennarans a\u00f0 \u00feekkja nemendur s\u00edna og<br \/>\u00e1tta sig \u00e1 hvernig \u00feeir l\u00e6ra. \u00cd \u00fev\u00ed felst a\u00f0 skapa n\u00e1msr\u00fdmi sem b\u00fd\u00f0ur upp \u00e1 a\u00f0 tekist s\u00e9 \u00e1 vi\u00f0<br \/>vi\u00f0fangsefni \u00e1 margv\u00edslegan h\u00e1tt. \u00cd sl\u00edku n\u00e1msr\u00fdmi geta kennarar \u00f6\u00f0last skilning \u00e1 hva\u00f0a<br \/>lei\u00f0ir henta nemendum og nemendur f\u00e1 t\u00e6kif\u00e6ri til a\u00f0 \u00e1tta sig \u00e1 \u00fev\u00ed t.d. hvort \u00feeim henti a\u00f0<br \/>l\u00e6ra \u00ed gegnum sj\u00f3nr\u00e6na mi\u00f0la, me\u00f0 \u00fev\u00ed a\u00f0 vinna hlutbundi\u00f0, me\u00f0 \u00fev\u00ed a\u00f0 hlusta e\u00f0a me\u00f0 \u00fev\u00ed<br \/>a\u00f0 skapa\/leika e\u00f0a me\u00f0 bl\u00f6ndu af \u00feessu. \u00deannig m\u00e1 gera r\u00e1\u00f0 fyrir a\u00f0 \u00ed hverjum<br \/>nemendah\u00f3pi s\u00e9u nemendur me\u00f0 fj\u00f6lbreyttar \u00fearfir sem henta \u00f3l\u00edkar lei\u00f0ir \u00ed n\u00e1mi og \u00fev\u00ed<br \/>\u00fearf a\u00f0 skipuleggja kennsluna samkv\u00e6mt \u00fev\u00ed.<\/p>\r\n<p>St\u00e6r\u00f0fr\u00e6\u00f0in er (eins og v\u00e6ntanlega lesendur Flatarm\u00e1ls vita) nefnilega ekki eitthva\u00f0 til a\u00f0<br \/>l\u00e6ra utan a\u00f0 e\u00f0a vera flj\u00f3tur me\u00f0, heldur er h\u00fan heimur hugmynda og sk\u00fdringa \u00e1 \u00fev\u00ed hvernig<br \/>heimurinn umhverfis okkur virkar. \u00dea\u00f0 \u00fe\u00fd\u00f0ir a\u00f0 nemendur \u00feurfa a\u00f0 f\u00e1 a\u00f0 leika s\u00e9r me\u00f0<br \/>hugmyndirnar og sk\u00fdringarnar til a\u00f0 gera \u00fe\u00e6r a\u00f0 s\u00ednum \u2013 til a\u00f0 tileinka s\u00e9r st\u00e6r\u00f0fr\u00e6\u00f0ilega<br \/>hugsun og geta beitt henni. Ranns\u00f3knir hafa s\u00fdnt a\u00f0 nemendur sem l\u00e6ra st\u00e6r\u00f0fr\u00e6\u00f0i \u00ed<br \/>gegnum utanb\u00f3karl\u00e6rd\u00f3m og \u00e1herslu \u00e1 a\u00f0 vera flj\u00f3tir a\u00f0 vinna eru l\u00edklegri til a\u00f0 lenda \u00ed<br \/>erfi\u00f0leikum me\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0i og ver\u00f0a henni fr\u00e1hverfir, ver\u00f0a jafnvel hr\u00e6ddir vi\u00f0 hana<br \/>(Boaler, 2019).<\/p>\r\n<p>\u00cd danskri ranns\u00f3kn (Secher-Schmidt, 2016) var s\u00fdnt fram \u00e1 hvernig kennslan hefur \u00e1hrif \u00e1<br \/>\u00fe\u00e1ttt\u00f6ku nemenda. \u00cd ranns\u00f3kninni var fylgst me\u00f0 nemendum sem \u00e1ttu \u00ed erfi\u00f0leikum me\u00f0<br \/>st\u00e6r\u00f0fr\u00e6\u00f0i. \u00cd kennslustundum kom \u00ed lj\u00f3s a\u00f0 \u00feeir \u00e1ttu \u00ed heilmiklum samskiptum, b\u00e6\u00f0i vi\u00f0<br \/>a\u00f0ra bekkjarf\u00e9laga og kennarann og reyndu a\u00f0 taka \u00fe\u00e1tt \u00ed verkefnunum en veittu beinu<br \/>kennslunni litla athygli, s\u00e9rstaklega innl\u00f6gn og kveikjum. \u00der\u00e1tt fyrir \u00fea\u00f0 virtust \u00feeir \u00e1kafir \u00ed a\u00f0<br \/>taka \u00fe\u00e1tt \u00ed \u00f3beinu kennslunni (\u00fear sem \u00feeir \u00e1ttu sj\u00e1lfir a\u00f0 framkv\u00e6ma). \u00deeir virtust vera a\u00f0<br \/>vinna og gera eins og \u00e1tti a\u00f0 gera en h\u00f6f\u00f0u \u00ed raun l\u00edtinn skilning \u00e1 \u00fev\u00ed hva\u00f0 \u00e1tti a\u00f0<br \/>framkv\u00e6ma og hvers vegna. \u00cd ranns\u00f3kninni er dregin s\u00fa \u00e1lyktun a\u00f0 m\u00f6gulega s\u00e9u \u00feessir<br \/>nemendur einfaldlega a\u00f0 \u201eleika leikinn\u201c, \u00fea\u00f0 er a\u00f0 gera eins og \u00feeir halda a\u00f0 \u00feeir eigi a\u00f0<br \/>gera og l\u00edta \u00fat eins og g\u00f3\u00f0ir nemendur. \u00dea\u00f0 hvernig \u00feeim tekst oft \u00e1 t\u00ed\u00f0um a\u00f0 hverfa inn \u00ed<br \/>h\u00f3pinn me\u00f0 \u00fev\u00ed a\u00f0 vir\u00f0ast vera a\u00f0 taka \u00fe\u00e1tt veldur \u00fev\u00ed a\u00f0 kennarinn \u00e1 erfitt me\u00f0 a\u00f0 greina<br \/>vanda \u00feeirra.<\/p>\r\n<p>S\u00fa mynd sem b\u00f6rn f\u00e1 af \u00fev\u00ed hva\u00f0 er \u201eg\u00f3\u00f0ur\u201c e\u00f0a \u201efyrirmyndar\u201c nemandi er<br \/>menningarbundi\u00f0 fyrirb\u00e6ri. Nemendur eru \u201estofnanav\u00e6ddir\u201c og stofnunin setur \u00e1kve\u00f0i\u00f0<br \/>\u201enorm\u201c sem allir leitast vi\u00f0 a\u00f0 falla inn\u00ed. Nemendur \u00ed erfi\u00f0leikum leitast vi\u00f0 a\u00f0 vera \u201eg\u00f3\u00f0ir\u201c<br \/>nemendur, sem reyna a\u00f0 vinna verkefnin eins og \u00feeir r\u00e1\u00f0a vi\u00f0 \u2013 \u00e1n \u00feess a\u00f0 valda \u00f6\u00f0rum<br \/>vandr\u00e6\u00f0um e\u00f0a truflunum. Ni\u00f0ursta\u00f0a h\u00f6fundar er s\u00fa a\u00f0 vi\u00f0 \u00e6ttum a\u00f0 gefa st\u00e6r\u00f0fr\u00e6\u00f0ierfi\u00f0leikum nemenda meiri gaum og l\u00edta \u00e1 gl\u00edmuna vi\u00f0 \u00fe\u00e1 sem j\u00e1kv\u00e6\u00f0a \u00f6grun fyrir kennara, e\u00f0a sem t\u00e6kif\u00e6ri til a\u00f0 kafa d\u00fdpra og eflast \u00ed starfi (Secher-Schmidt, 2016). \u00deannig myndu nemendur h\u00e6tta a\u00f0 skammast s\u00edn fyrir a\u00f0 gera mist\u00f6k og v\u00e6ru f\u00fasari til a\u00f0 taka \u00fe\u00e1tt \u00ed umr\u00e6\u00f0um og verkefnum (Boaler, 2019).<\/p>\r\n<p>Ein lei\u00f0 fyrir kennara til a\u00f0 \u00e1tta sig betur \u00e1 st\u00f6\u00f0u nemenda og koma til m\u00f3ts vi\u00f0 \u00f3l\u00edkar \u00fearfir<br \/>\u00feeirra er a\u00f0 skipta \u00feeim \u00ed h\u00f3pa \u00ed kennslu. Kennarinn \u00fearf a\u00f0 n\u00fdta \u00feekkingu s\u00edna \u00e1 nemendum<br \/>vi\u00f0 h\u00f3paskiptinguna og hafa \u00fdmis atri\u00f0i \u00ed huga. Hann \u00fearf a\u00f0 \u00e1tta sig \u00e1 au\u00f0lindum nemenda,<br \/>hverjir geta unni\u00f0 saman, hvernig \u00fathald \u00feeirra er til vinnu, hverjir s\u00fdna \u00e1huga og<br \/>\u00ferautseigju og jafnvel metna\u00f0. \u00deannig er h\u00f3paskiptingin m\u00f3tu\u00f0 \u00fat fr\u00e1 \u00fdmsum \u00fe\u00e1ttum sem<br \/>hafa \u00e1hrif \u00e1 frammist\u00f6\u00f0u nemenda. H\u00e6gt er a\u00f0 skipta \u00ed h\u00f3pa \u00fat fr\u00e1 f\u00e9lagslegum \u00fe\u00e1ttum,<br \/>h\u00e6fni nemenda \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i, \u00e1hugasvi\u00f0i e\u00f0a \u00f6\u00f0ru sem kennarinn telur henta hverju sinni.<br \/>Mikilv\u00e6gt er a\u00f0 finna lei\u00f0ir sem sty\u00f0ja nemendur \u00ed a\u00f0 byggja upp sj\u00e1lfstraust og efla<br \/>n\u00e1mssamf\u00e9lagi\u00f0 \u00ed nemendah\u00f3pnum. A\u00f0alm\u00e1li\u00f0 var\u00f0andi h\u00f3paskiptingu er a\u00f0 nemendur<br \/>festist ekki \u00ed einum h\u00f3pi heldur r\u00e1\u00f0i \u00f3l\u00edk markmi\u00f0 kennara var\u00f0andi hva\u00f0 hann vill f\u00e1 \u00fat \u00far<br \/>h\u00f3paskiptingunni \u00fev\u00ed hvernig h\u00f3par eru samansettir.<\/p>\r\n<p>\u00cd \u00feri\u00f0ja bekk \u00ed grunnsk\u00f3la \u00e1 landsbygg\u00f0inni vann kennari me\u00f0 margf\u00f6ldun \u00e1 margv\u00edslegan<br \/>h\u00e1tt. Kennarinn \u00e1kva\u00f0 a\u00f0 skipta nemendum \u00ed h\u00f3pa eftir a\u00f0 hafa \u00e1tta\u00f0 sig \u00e1 samsetningu<br \/>bekkjarins hva\u00f0 var\u00f0ar \u00fe\u00e1 \u00fe\u00e6tti sem nefndir voru h\u00e9r a\u00f0 ofan. \u00deegar kennarinn haf\u00f0i lagt<br \/>fyrir nemendur verkefni til a\u00f0 \u00e1tta sig \u00e1 \u00fev\u00ed hvernig \u00feeir skildu margf\u00f6ldun \u00e1kva\u00f0 h\u00fan a\u00f0 \u00fea\u00f0<br \/>myndi henta a\u00f0 skipta \u00feeim eftir \u00fev\u00ed hver skilningur \u00feeirra \u00e1 efninu v\u00e6ri. \u00deegar upp var<br \/>sta\u00f0i\u00f0 var bekknum skipt \u00ed \u00ferj\u00e1 h\u00f3pa sem jafnframt voru ekki meitla\u00f0ir \u00ed stein og nemendur<br \/>voru fluttir milli h\u00f3pa eftir \u00fev\u00ed sem \u00feurfa \u00fe\u00f3tti. \u00cd hverjum h\u00f3pi voru a\u00f0 sta\u00f0aldri um 6<br \/>nemendur. H\u00f3parnir nefndust stj\u00f6rnur, s\u00f3l og tungl. \u00cd stj\u00f6rnuh\u00f3pnum voru nemendur sem<br \/>s\u00fdndu \u00e1huga en h\u00f6f\u00f0u ekki endilega miki\u00f0 \u00fathald og h\u00f6f\u00f0u takmarka\u00f0an talnaskilning. \u00deessir<br \/>nemendur \u00e1ttu \u00fea\u00f0 flestir sameiginlegt a\u00f0 hafa litla tr\u00fa \u00e1 eigin getu og \u00fe\u00f3tti st\u00e6r\u00f0fr\u00e6\u00f0in<br \/>heldur lei\u00f0inleg. \u00cd s\u00f3larh\u00f3pnum voru nemendur sem g\u00e1tu unni\u00f0 vel saman og h\u00f6f\u00f0u \u00e1g\u00e6tan<br \/>talnaskilning. \u00cd tunglh\u00f3pnum voru svo nemendur sem voru \u00e1hugasamir og h\u00f6f\u00f0u metna\u00f0<br \/>fyrir n\u00e1minu s\u00ednu og s\u00fdndu g\u00f3\u00f0an skilning \u00e1 efninu.<\/p>\r\n<p>\u00deegar b\u00fai\u00f0 var a\u00f0 \u00e1kve\u00f0a h\u00f3paskiptinguna voru verkefnin skipul\u00f6g\u00f0 me\u00f0 hringekjusni\u00f0i. Til<br \/>grundvallar var kennsluefni\u00f0 <em>Sproti 3a<\/em> og <em>3b<\/em> og var tekin s\u00fa \u00e1kv\u00f6r\u00f0un a\u00f0 taka inntak<br \/>margf\u00f6ldunarkafla beggja b\u00f3ka saman \u00ed sta\u00f0 \u00feess a\u00f0 fara \u00ed a\u00f0ra \u00fe\u00e6tti \u00e1 milli. Deilingin var<br \/>svo tekin \u00ed framhaldi. St\u00e6r\u00f0fr\u00e6\u00f0it\u00edmarnir byrju\u00f0u \u00e1 \u00fev\u00ed a\u00f0 kennarinn lag\u00f0i inn \u00e1kve\u00f0na \u00fe\u00e6tti<br \/>og var me\u00f0 s\u00fdnikennslu fyrir alla \u00ed einu, s\u00ed\u00f0an var fari\u00f0 \u00ed h\u00f3pana. Hver h\u00f3pur vann \u00ed hverju<br \/>verkefni \u00ed um \u00fea\u00f0 bil 20 m\u00edn\u00fatur og s\u00ed\u00f0an var skipt. I\u00f0ulega var einn h\u00f3pur a\u00f0 vinna \u00ed b\u00f3k e\u00f0a<br \/>verkefni \u00e1 bla\u00f0i, einn h\u00f3pur f\u00e9kkst vi\u00f0 hlutbundin verkefni og \u00feri\u00f0ji h\u00f3purinn vann \u00e1<br \/>spjaldt\u00f6lvu e\u00f0a me\u00f0 kennara \u00e1 snjallt\u00f6flu. Hlutverk kennarans var a\u00f0 vinna me\u00f0 \u00e1kve\u00f0num<br \/>h\u00f3pi og ganga \u00e1 milli til a\u00f0 sty\u00f0ja nemendur. Verkefnin fyrir hvern h\u00f3p t\u00f3ku mi\u00f0 af st\u00f6\u00f0u<br \/>nemenda \u00ed efninu. \u00deannig f\u00e9kk stj\u00f6rnuh\u00f3purinn l\u00e6gri t\u00f6lur og f\u00e6rri d\u00e6mi til a\u00f0 gl\u00edma vi\u00f0 en<br \/>hinir h\u00f3parnir \u00e1 me\u00f0an unni\u00f0 var a\u00f0 \u00fev\u00ed a\u00f0 efla skilning \u00e1 margf\u00f6ldun. Flj\u00f3tlega var<br \/>kennaranum lj\u00f3st a\u00f0 \u00feessi \u00fe\u00e1ttur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1minu \u00feurfti lengri t\u00edma en \u00e1\u00e6tlunin haf\u00f0i<br \/>gert r\u00e1\u00f0 fyrir, til a\u00f0 allir nemendur n\u00e6\u00f0u \u00fev\u00ed markmi\u00f0i a\u00f0 skilja margf\u00f6ldun sem endurtekna<br \/>samlagningu og \u00e1tta sig \u00e1 v\u00edxlreglunni.<\/p>\r\n\r\n\r\n\r\n<figure id=\"attachment_115\" aria-describedby=\"caption-attachment-115\" style=\"width: 941px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-115 size-full\" src=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd1.1.png\" alt=\"\" width=\"941\" height=\"706\" srcset=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd1.1.png 941w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd1.1-300x225.png 300w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd1.1-768x576.png 768w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd1.1-850x638.png 850w\" sizes=\"auto, (max-width: 941px) 100vw, 941px\" \/><figcaption id=\"caption-attachment-115\" class=\"wp-caption-text\"><em>Mynd 1. Lita\u00f0ar margf\u00f6ldunart\u00f6flur uppi \u00e1 vegg \u2013 sem nemendur n\u00fdttu til a\u00f0 l\u00e6ra mynstrin \u00ed t\u00f6flunum.<\/em><\/figcaption><\/figure>\r\n<p class=\"wp-block-paragraph\">Sem d\u00e6mi um verkefni m\u00e1 nefna a\u00f0 lita margf\u00f6ldunart\u00f6flurnar, skipta \u00e1kve\u00f0num fj\u00f6lda kubba \u00ed lengjur og kanna hversu margar jafn st\u00f3rar lengjur er h\u00e6gt a\u00f0 b\u00faa til \u00far hverri t\u00f6lu (d\u00e6mi talan 24, h\u00e6gt er a\u00f0 b\u00faa til tv\u00e6r lengjur me\u00f0 12 kubbum, \u00ferj\u00e1r me\u00f0 8 kubbum, sex me\u00f0 4 kubbum og svo framvegis). Hver h\u00f3pur f\u00e9kk mismunandi fj\u00f6lda kubba til a\u00f0 skipta ni\u00f0ur, stj\u00f6rnuh\u00f3pur var me\u00f0 fr\u00e1 12 upp \u00ed 24 kubba en s\u00f3larh\u00f3purinn 36. Fj\u00f6ldi kubba var s\u00e9rstaklega valinn til a\u00f0 s\u00fdna marga m\u00f6guleika \u00e1 skiptingu en \u00fea\u00f0 er au\u00f0vita\u00f0 h\u00e6gt a\u00f0 einfalda me\u00f0 f\u00e6rri kubbum.<\/p>\r\n<p>Eitt verkefni\u00f0 f\u00f3lst \u00ed \u00fev\u00ed a\u00f0 b\u00faa til ke\u00f0ju me\u00f0 plasthlekkjum sem eru \u00ed mismunandi litum. Stj\u00f6rnuh\u00f3purinn f\u00e9kk a\u00f0 gera ke\u00f0ju \u00fear sem alltaf skiptust \u00e1 tveir hlekkir \u00ed hverjum lit og sumir n\u00e1\u00f0u a\u00f0 gl\u00edma vi\u00f0 \u00ferj\u00e1 hlekki \u00ed hverjum lit. S\u00f3larh\u00f3purinn vann me\u00f0 4 og 5 hlekki af sama lit en tunglh\u00f3purinn f\u00e9kk h\u00e6rri t\u00f6lur til a\u00f0 gl\u00edma vi\u00f0. Hver nemandi bj\u00f3 til ke\u00f0ju og markmi\u00f0i\u00f0 var a\u00f0 gera 10 endurtekningar (til d\u00e6mis 5 hlekki t\u00edu sinnum). \u00deegar b\u00fai\u00f0 var a\u00f0 b\u00faa til ke\u00f0ju \u00e1tti nemandinn a\u00f0 teikna s\u00falur \u00e1 snjallt\u00f6fluna. H\u00f3purinn sem vann me\u00f0 2 hlekki af hverjum lit \u00e1tti a\u00f0 teikna s\u00falur me\u00f0 2 kubbum \u00ed hverri s\u00falu eins oft og ke\u00f0jan sag\u00f0i til um. Ef nemandi haf\u00f0i n\u00e1\u00f0 a\u00f0 gera 10 x 2 \u00e1tti hann a\u00f0 teikna 10 s\u00falur me\u00f0 tveimur \u00e1 t\u00f6fluna. A\u00f0 endingu \u00e1tti a\u00f0 skrifa fj\u00f6ldann fyrir ofan s\u00falurnar. \u00deannig fengu nemendur tilfinningu fyrir \u00fev\u00ed hvernig endurtekin samlagning myndar \u00e1kve\u00f0i\u00f0 mynstur. \u00deeir sem komust lengst me\u00f0 \u00feetta verkefni \u00e1ttu\u00f0u sig \u00e1 mynstrinu og hvernig h\u00e6gt er a\u00f0 sp\u00e1 fyrir um framhaldi\u00f0 ef b\u00e6tt v\u00e6ri vi\u00f0 fleiri hlekkjum.<\/p>\r\n<p>Anna\u00f0 sem n\u00fdtt var sem li\u00f0ur \u00ed margf\u00f6ldunarkennslunni voru spil eins og Yatzy, Math slide \u00ed spjaldt\u00f6lvu, leikir sem fylgja Prowise snjallt\u00f6flunum sem h\u00e6gt er a\u00f0 spila \u00ed spjaldt\u00f6lvu, \u00ferautir og fleiri tilfallandi verkefni.<\/p>\r\n<figure id=\"attachment_116\" aria-describedby=\"caption-attachment-116\" style=\"width: 941px\" class=\"wp-caption alignleft\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-116 size-full\" src=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd2.2.png\" alt=\"\" width=\"941\" height=\"843\" srcset=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd2.2.png 941w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd2.2-300x269.png 300w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd2.2-768x688.png 768w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/mynd2.2-850x761.png 850w\" sizes=\"auto, (max-width: 941px) 100vw, 941px\" \/><figcaption id=\"caption-attachment-116\" class=\"wp-caption-text\"><em>Mynd 2. Nemandi a\u00f0 vinna verkefni \u00ed spjaldt\u00f6lvu.<\/em><\/figcaption><\/figure>\r\n<p>\u00c1 \u00feennan h\u00e1tt var h\u00e6gt a\u00f0 d\u00fdpka verkefnin fyrir \u00fe\u00e1 sem voru komnir me\u00f0 skilning \u00e1 margf\u00f6lduninni \u00e1 me\u00f0an \u00feeir nemendur sem enn voru a\u00f0 n\u00e1 skilningi fengu t\u00e6kif\u00e6ri til a\u00f0 \u00e6fa sig \u00e1fram \u00fear sem \u00feeir \u00feurftu. \u00c1hugavert var a\u00f0 fylgjast me\u00f0 nemendum \u00fear sem \u00feeir \u00e1ttu\u00f0u sig \u00e1 mynstrinu \u00ed t\u00f6flunum og eins hvernig v\u00edxlreglan virkar.<\/p>\r\n<p>\u00cd lok \u00feessarar tarnar \u00ed margf\u00f6ldun, sem st\u00f3\u00f0 yfir \u00ed 7 vikur me\u00f0 hl\u00e9um vegna desemberanna og j\u00f3laleyfis, h\u00f6f\u00f0u nemendur \u00ed stj\u00f6rnuh\u00f3p b\u00e6tt sig verulega og n\u00e1\u00f0u allir nemendur yfir 80% \u00e1rangri \u00ed stuttri k\u00f6nnun \u00ed lokin. Athyglisver\u00f0ast var \u00fe\u00f3 a\u00f0 s\u00e1 h\u00f3pur sem \u00feurfti lengri t\u00edma og meiri stu\u00f0ning haf\u00f0i mun j\u00e1kv\u00e6\u00f0ara vi\u00f0horf til st\u00e6r\u00f0fr\u00e6\u00f0innar og \u00fe\u00f3tti h\u00fan jafnvel bara nokku\u00f0 skemmtileg. Einn nemandi haf\u00f0i \u00e1 or\u00f0i a\u00f0 hann v\u00e6ri n\u00fa ekki g\u00f3\u00f0ur \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i en hann kynni \u00fe\u00f3 margf\u00f6ldun.<\/p>\r\n<p>\u00cd \u00feessari grein er sagt fr\u00e1 lei\u00f0 sem kennari f\u00f3r til \u00feess a\u00f0 breg\u00f0ast vi\u00f0 breiddinni \u00ed nemendah\u00f3pnum. Hann leita\u00f0ist vi\u00f0 a\u00f0 skapa a\u00f0st\u00e6\u00f0ur \u00fear sem allir nemendur voru virkir \u00fe\u00e1tttakendur \u00ed n\u00e1mssamf\u00e9laginu og fengu a\u00f0 finna a\u00f0 \u00feeir g\u00e6tu n\u00e1\u00f0 \u00e1rangri. Markmi\u00f0 kennarans var a\u00f0 gefa nemendum t\u00e6kif\u00e6ri til a\u00f0 vinna sj\u00e1lfst\u00e6tt \u00ed gegnum fj\u00f6lbreytta n\u00e1lgun \u00ed verkefnum til a\u00f0 \u00feeir \u00f6\u00f0lu\u00f0ust skilning \u00e1 vi\u00f0fangsefninu.<\/p>\r\n<p><strong>Heimildir<\/strong><\/p>\r\n<p>Boaler, J. (2019). Developing mathematical mindsets: The need to interact with numbers flexibly and conceptually. <em>American Educator, 42<\/em>(4), 28.<\/p>\r\n<p>Schmidt, M. C. S. (2016). Mathematics difficulties &amp; classroom leadership: a case study of teaching strategies and student participation in Inclusive classrooms. <em>Cursiv, 18<\/em>, 81\u2013105. http:\/\/edu.au.dk\/fileadmin\/edu\/Cursiv\/CURSIV_18_-_Udgivet_<\/p>\r\n<p>&nbsp;<\/p>\r\n<p><em>Edda \u00d3skarsd\u00f3ttir, d\u00f3sent \u00e1 Menntav\u00edsindasvi\u00f0i H\u00e1sk\u00f3la \u00cdslands<\/em><br \/><em>Eyr\u00fan \u00d3skarsd\u00f3ttir, grunnsk\u00f3lakennari<\/em><\/p>\r\n<p>&nbsp;<\/p>","protected":false},"excerpt":{"rendered":"<p>Edda \u00d3skarsd\u00f3ttirEyr\u00fan \u00d3skarsd\u00f3ttir A\u00f0 kenna fj\u00f6lbreyttum nemendah\u00f3pi st\u00e6r\u00f0fr\u00e6\u00f0i getur veri\u00f0 \u00e1skorun fyrir kennara. \u00deeir\u00e6ttu \u00fe\u00f3 ekki a\u00f0 vera einir \u00ed \u00fev\u00ed verkefni heldur geta leita\u00f0 til samkennara, s\u00e9rkennara e\u00f0aannarra sem \u00feeir telja a\u00f0 geti stutt sig. Fj\u00f6lbreyttir nemendah\u00f3par \u00feurfa fj\u00f6lbreyttar lei\u00f0ir til a\u00f0 l\u00e6ra st\u00e6r\u00f0fr\u00e6\u00f0i. \u00dea\u00f0 segir sig sj\u00e1lfta\u00f0 engin ein lei\u00f0 dugar til a\u00f0&#8230;<\/p>\n","protected":false},"author":1,"featured_media":350,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-58","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\/58","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=58"}],"version-history":[{"count":6,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/58\/revisions"}],"predecessor-version":[{"id":447,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/58\/revisions\/447"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/350"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=58"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=58"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}