{"id":60,"date":"2022-12-07T18:58:29","date_gmt":"2022-12-07T18:58:29","guid":{"rendered":"http:\/\/flatarmal.is\/?p=60"},"modified":"2025-08-02T07:13:50","modified_gmt":"2025-08-02T07:13:50","slug":"what-ive-learned-from-road-trips","status":"publish","type":"post","link":"https:\/\/flatarmal.is\/?p=60","title":{"rendered":"Evr\u00f3psk r\u00e1\u00f0stefna um ranns\u00f3knir \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar"},"content":{"rendered":"<p><em><strong>J\u00f3hann \u00d6rn Sigurj\u00f3nsson<\/strong><\/em><\/p>\n<p><em><strong>Bjarnhei\u00f0ur Kristinsd\u00f3ttir<\/strong><\/em><\/p>\n<p><em><strong>Ing\u00f3lfur G\u00edslason<\/strong><\/em><\/p>\n<p>Evr\u00f3pskt samstarf \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar \u00e1 s\u00e9r or\u00f0i\u00f0 nokkra s\u00f6gu. R\u00e6tur samstarfsins liggja \u00ed stofnun hins evr\u00f3pska f\u00e9lags um ranns\u00f3knir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun, ERME (European Society for Research in Mathematics Education) \u00e1ri\u00f0 1997 \u00ed Osnabr\u00fcck. Allt s\u00ed\u00f0an 1999 hefur ERME sta\u00f0i\u00f0 fyrir r\u00e1\u00f0stefnum um ranns\u00f3knir \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar. Sm\u00e6rri r\u00e1\u00f0stefnur ERME hafa viss \u00feemu \u00fat fr\u00e1 vinnuh\u00f3pum \u00e1 a\u00f0alr\u00e1\u00f0stefnu samtakanna sem nefnist CERME. CERME fer fram anna\u00f0 hvert \u00e1r og \u00fe\u00f3tt b\u00f3kstafurinn C standi formlega fyrir Congress \u00fe\u00e1 l\u00edtur f\u00e9lagi\u00f0 svo \u00e1 a\u00f0 \u00ed b\u00f3kstafnum felist einnig merking um samskipti, samvinnu og samstarf (communication, cooperation, collaboration). R\u00e1\u00f0stefnan var \u00ed \u00e1r haldin \u00ed 12. skipti, CERME12, skipul\u00f6g\u00f0 af h\u00e1sk\u00f3lanum \u00ed Bolzano \u00e1 \u00cdtal\u00edu. \u00deegar h\u00fan \u00e1tti upphaflega a\u00f0 fara fram \u00ed febr\u00faar 2021 var haldinn stuttur rafr\u00e6nn vi\u00f0bur\u00f0ur og \u00feess v\u00e6nst a\u00f0 m\u00f6gulegt yr\u00f0i a\u00f0 hittast \u00ed Bolzano \u00e1ri\u00f0 2022. Svo f\u00f3r \u00fe\u00f3 a\u00f0 ekki reyndist unnt a\u00f0 hittast \u00ed Bolzano og \u00feess \u00ed sta\u00f0 f\u00f3ru m\u00e1lstofur, kynningar og fyrirlestrar alfari\u00f0 fram \u00e1 netinu dagana 2.-5. febr\u00faar 2022. \u00der\u00e1tt fyrir netumhverfi\u00f0 gafst r\u00edkulegur t\u00edmi til skipulegs samtals milli rannsakenda \u00ed vinnuh\u00f3pum auk pallbor\u00f0sumr\u00e6\u00f0na og tveggja a\u00f0alfyrirlestra.<\/p>\n<p>Lei\u00f0arlj\u00f3s CERME er a\u00f0 au\u00f0velda samskipti og samstarf milli evr\u00f3pskra rannsakenda \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar me\u00f0 \u00fev\u00ed a\u00f0 skapa vettvang til a\u00f0 uppl\u00fdsa um fyrri ranns\u00f3knir, yfirstandandi og v\u00e6ntanlegar ranns\u00f3knir. CERME hefur \u00feannig ekki eitt \u00e1kve\u00f0i\u00f0 \u00feema, heldur velja \u00fe\u00e1tttakendur s\u00e9r \u00feemavinnuh\u00f3p (Thematic Working Group). Hver \u00fe\u00e1tttakandi vinnur me\u00f0 s\u00ednum \u00feemavinnuh\u00f3pi alla r\u00e1\u00f0stefnuna. \u00cd \u00e1r voru \u00feemavinnuh\u00f3parnir 27 talsins en lista yfir \u00fe\u00e1 alla m\u00e1 finna \u00e1 vef r\u00e1\u00f0stefnunnar (<a href=\"https:\/\/www.cerme12.it\/twg-teams\/\">cerme12.it\/twg-teams<\/a>). \u00der\u00edr \u00fe\u00e1tttakendur fr\u00e1 \u00cdslandi s\u00f3ttu r\u00e1\u00f0stefnuna \u00ed \u00e1r og t\u00f3ku \u00fe\u00e1tt \u00ed mismunandi \u00feemavinnuh\u00f3pum: Bjarnhei\u00f0ur Kristinsd\u00f3ttir (TWG15 um notkun t\u00e6kni vi\u00f0 kennslu st\u00e6r\u00f0fr\u00e6\u00f0i), Ing\u00f3lfur G\u00edslason (TWG9 um st\u00e6r\u00f0fr\u00e6\u00f0i og tungum\u00e1l) og J\u00f3hann \u00d6rn Sigurj\u00f3nsson (TWG19 um st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og kennsluh\u00e6tti).<\/p>\n<h2><strong>Inns\u00fdn \u00ed \u00ferj\u00e1 \u00feemavinnuh\u00f3pa<\/strong><\/h2>\n<p>Bjarnhei\u00f0ur var \u00ed \u00feemavinnuh\u00f3pi 15 um notkun t\u00e6kni vi\u00f0 kennslu st\u00e6r\u00f0fr\u00e6\u00f0i. H\u00f3purinn leitast vi\u00f0 a\u00f0 fylgjast me\u00f0 \u00fev\u00ed sem efst er \u00e1 baugi \u00ed \u00fer\u00f3un b\u00e6\u00f0i hugb\u00fana\u00f0ar og v\u00e9lb\u00fana\u00f0ar sem n\u00fdst getur vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu, ekki einungis \u00e1 t\u00e6knilegan m\u00e1ta heldur \u00fearf a\u00f0 setja n\u00fd t\u00e6ki og hugb\u00fana\u00f0 \u00ed samhengi vi\u00f0 n\u00e1m og kennslu. Vinnuh\u00f3pur 15 hefur kennarann, kennslua\u00f0fer\u00f0ir og kennsluh\u00e6tti \u00ed forgrunni og \u00e1 \u00ed n\u00e1nu samstarfi vi\u00f0 vinnuh\u00f3p 16 um notkun t\u00e6kni vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m, en s\u00e1 vinnuh\u00f3pur hefur nemendur og n\u00e1m \u00feeirra \u00ed forgrunni. A\u00f0 \u00feessu sinni voru eftirfarandi fimm \u00e1hersluatri\u00f0i \u00ed s\u00e9rst\u00f6kum brennidepli vinnuh\u00f3psins:<\/p>\n<ul>\n<li>Kennarar sem nota t\u00e6kni: \u00deekking og f\u00e6rni starfandi kennara til a\u00f0 stunda \u00e1rangursr\u00edka kennslu me\u00f0 a\u00f0sto\u00f0 t\u00e6kni sem og h\u00f6nnun\/mat \u00e1 undirb\u00faningsn\u00e1mskei\u00f0um fyrir kennaranema me\u00f0 sama markmi\u00f0.<\/li>\n<li>\u00der\u00f3un kennsluh\u00e1tta: Fr\u00e6\u00f0ileg sj\u00f3narhorn og a\u00f0fer\u00f0ir sem n\u00fdtast til a\u00f0 l\u00fdsa\/skilgreina \u00fer\u00f3un kennsluh\u00e1tta me\u00f0 notkun t\u00e6kni.<\/li>\n<li>T\u00e6kni sem sty\u00f0ur kennara \u00ed starfi me\u00f0 nemendum: \u00c1kvar\u00f0anataka kennara \u00feegar kemur a\u00f0 \u00fev\u00ed a\u00f0 velja stafr\u00e6n t\u00e6ki og t\u00f3l til kennslu og g\u00e6\u00f0asta\u00f0lar \u00fear a\u00f0 l\u00fatandi.<\/li>\n<li>Samstarf fr\u00e6\u00f0a og sk\u00f3la: Fr\u00e6\u00f0ileg l\u00fdsing \u00e1 samstarfi milli rannsakenda og kennara (b\u00e6\u00f0i innan og utan sk\u00f3lastofnana) sem mi\u00f0ar a\u00f0 \u00fev\u00ed a\u00f0 sty\u00f0ja innlei\u00f0ingu og notkun t\u00e6kni vi\u00f0 st\u00e6r\u00f0fr\u00e6\u00f0ikennslu.<\/li>\n<li>N\u00fdsk\u00f6pun: Notkun t\u00e6kni sem ekki er enn or\u00f0in vi\u00f0tekin, svo sem s\u00fdndarveruleika (virtual reality), gagnaukins veruleika (augmented reality), gervigreindar (artificial intelligence) og gagnagn\u00f3ttar (big data) vi\u00f0 kennslu st\u00e6r\u00f0fr\u00e6\u00f0i.<\/li>\n<\/ul>\n<p>L\u00edkt og gefur a\u00f0 skilja komu m\u00f6rg erindanna inn \u00e1 \u00e1hrif Covid-19 \u00e1 kennslu. 22 greinar og 6 veggspj\u00f6ld voru kynnt og r\u00e6dd \u00ed vinnuh\u00f3pnum. Framlag Bjarnhei\u00f0ar var veggspjald um \u00fer\u00f3un hlj\u00f3\u00f0lausra myndbanda sem verkf\u00e6ris vi\u00f0 lei\u00f0sagnarn\u00e1m \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i.<\/p>\n<p>Ing\u00f3lfur var \u00ed \u00feemavinnuh\u00f3pi 9 um st\u00e6r\u00f0fr\u00e6\u00f0i og tungum\u00e1l. \u00cd brennidepli er mikilv\u00e6gi tungum\u00e1ls og samskipta \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun. Tungum\u00e1l er miklu meira en hlutlaus mi\u00f0ill fyrir st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og n\u00e1m. Hugsun og tungum\u00e1l ver\u00f0a varla a\u00f0skilin og st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1m felst a\u00f0 st\u00f3rum hluta \u00ed \u00fev\u00ed a\u00f0 tileinka s\u00e9r st\u00e6r\u00f0fr\u00e6\u00f0ilegt tungum\u00e1l. \u00dea\u00f0 er \u00e1skorun, b\u00e6\u00f0i fyrir nemendur sem tala sama m\u00e1l heima og \u00ed sk\u00f3lanum, auk \u00feess sem nemendur me\u00f0 anna\u00f0 heimatungum\u00e1l \u00feurfa s\u00e9rstaka athygli. \u00cd h\u00f3pnum voru 18 greinar og 6 veggspj\u00f6ld r\u00e6dd og kynnt. H\u00f3purinn h\u00e9lt einnig sameiginlega m\u00e1lstofu me\u00f0 vinnuh\u00f3pi um r\u00f6ksemdaf\u00e6rslur og sannanir, enda er \u00fea\u00f0 n\u00e1tengt efni. Mikilv\u00e6gt umfj\u00f6llunarefni var fj\u00f6lbreytni \u00feeirra lei\u00f0a sem f\u00f3lk fer vi\u00f0 a\u00f0 eiga \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ilegum samskiptum, \u00fear sem st\u00e6r\u00f0fr\u00e6\u00f0ilegt tungum\u00e1l felur ekki bara \u00ed s\u00e9r t\u00f6lu\u00f0 or\u00f0 heldur l\u00edka til d\u00e6mis teikningar, t\u00e1kn, fingrabendingar og l\u00e1tbrag\u00f0, auk \u00feess sem nemendur blanda oft saman or\u00f0um og fr\u00f6sum \u00far \u00f3l\u00edkum tungum\u00e1lum. Grunnt\u00f3nn ranns\u00f3kna \u00e1 \u00feessari fj\u00f6lbreytni er a\u00f0 l\u00edta \u00e1 \u00feessar lei\u00f0ir sem au\u00f0 og \u00farr\u00e6\u00f0i fremur en eitthva\u00f0 sem \u00fearf a\u00f0 laga e\u00f0a lei\u00f0r\u00e9tta. Vandinn er a\u00f0 finna lei\u00f0ir fyrir kennara til \u00feess a\u00f0 sty\u00f0ja st\u00e6r\u00f0fr\u00e6\u00f0ileg samskipti \u00fear sem r\u00f6ksemdaf\u00e6rslur eru \u00ed forgrunni. \u00d6nnur mikilv\u00e6g v\u00eddd \u00ed ranns\u00f3knum \u00feemah\u00f3psins er a\u00f0 kanna hvernig mismunandi framsetningar \u00e1 st\u00e6r\u00f0fr\u00e6\u00f0i gefa tilefni til \u00f3l\u00edkra lausnalei\u00f0a og r\u00f6ksemdaf\u00e6rslna. Eitt skemmtilegt d\u00e6mi \u00far kynningu Frode R\u00f8nning fr\u00e1 Noregi g\u00e6ti veri\u00f0 \u00e1hugavert fyrir lesendur a\u00f0 pr\u00f3fa me\u00f0 nemendum. Ranns\u00f3knin f\u00f3lst \u00ed a\u00f0 bera saman hvernig nemendur settu fram og leystu eftirfarandi verkefni:<\/p>\n<ol>\n<li>Hve margar \u00f3l\u00edkar pipark\u00f6kur er h\u00e6gt a\u00f0 b\u00faa til ef vi\u00f0 h\u00f6fum fj\u00f6gur \u00f3l\u00edk m\u00f3t og hv\u00edtt, gr\u00e6nt og rautt krem til a\u00f0 setja ofan \u00e1?<\/li>\n<li>\u00c9g \u00e1 3 buxur og 4 peysur. Buxurnar eru bl\u00e1ar, svartar og gr\u00e1ar. Peysurnar eru bl\u00e1, sv\u00f6rt, gr\u00e6n og fj\u00f3lubl\u00e1. \u00c9g vil fara \u00ed \u00f3l\u00edkum f\u00f6tum \u00e1 hverjum degi me\u00f0 \u00fev\u00ed a\u00f0 setja saman buxur og peysu. Hve marga daga \u00ed r\u00f6\u00f0 get \u00e9g fari\u00f0 \u00ed \u00f3l\u00edkum f\u00f6tum?<\/li>\n<\/ol>\n<p>\u00dea\u00f0 er vert a\u00f0 velta fyrir s\u00e9r hvers vegna nemendur teiknu\u00f0u e\u00f0lis\u00f3l\u00edkar myndir af verkefnunum tveimur. Framlag Ing\u00f3lfs var grein um \u00fea\u00f0 hva\u00f0 sannf\u00e6rir nemendur um a\u00f0 \u00feeir hafi fundi\u00f0 lausn \u00feegar \u00feeir vinna saman verkefni \u00ed GeoGebru. \u00cd greininni er l\u00fdst togstreitu og gagnkv\u00e6mum \u00e1hrifum tvenns konar or\u00f0r\u00e6\u00f0u \u00ed samr\u00e6\u00f0um nemenda. \u00cd fyrsta lagi er st\u00e6r\u00f0fr\u00e6\u00f0ileg or\u00f0r\u00e6\u00f0a sem sn\u00fdst um a\u00f0 rannsaka fyrirb\u00e6ri, setja fram tilg\u00e1tur og reyna a\u00f0 sannf\u00e6ra sj\u00e1lfa sig og a\u00f0ra um tilg\u00e1turnar. \u00cd \u00f6\u00f0ru lagi er sk\u00f3laor\u00f0r\u00e6\u00f0a sem sn\u00fdst um a\u00f0 uppfylla kr\u00f6fur kennarans og sk\u00f3lans, a\u00f0allega me\u00f0 \u00fev\u00ed a\u00f0 \u201ekl\u00e1ra\u201c \u00fea\u00f0 sem \u201e\u00e1 a\u00f0 gera\u201c.<\/p>\n<p>J\u00f3hann var \u00ed \u00feemavinnuh\u00f3pi 19 um st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og kennsluh\u00e6tti. Allar kynningar og framl\u00f6g \u00ed \u00feemavinnuh\u00f3pnum voru flokku\u00f0 eftir svi\u00f0um sem skilgreind hafa veri\u00f0 \u00fat fr\u00e1 fyrri vinnu \u00feemavinnuh\u00f3psins. \u00derj\u00fa svi\u00f0 voru til umfj\u00f6llunar a\u00f0 \u00feessu sinni, \u00fe.e. framl\u00f6g sem sneru a\u00f0: st\u00e6r\u00f0fr\u00e6\u00f0i og gl\u00edmu nemenda vi\u00f0 tiltekin st\u00e6r\u00f0fr\u00e6\u00f0ileg efni (<em>math<\/em>), skipulagi og \u00fatf\u00e6rslu kennslu me\u00f0 samskiptum vi\u00f0 nemendur (<em>enactment<\/em>), og m\u00e1lefnum sem tengjast brei\u00f0ari samf\u00e9lagslegum, menningarlegum og p\u00f3lit\u00edskum svi\u00f0um \u00ed n\u00e1mi og kennslu, \u00fear \u00e1 me\u00f0al kr\u00f6fum um f\u00e9lagslegt r\u00e9ttl\u00e6ti (<em>issues<\/em>). H\u00f3purinn byggir vinnu s\u00edna \u00e1 \u00feremur lykilspurningum og markmi\u00f0um:<\/p>\n<ol>\n<li>Leitast er vi\u00f0 a\u00f0 skilgreina merkingu hugtakanna kennsla og kennsluh\u00e6ttir, hvernig \u00feau eru notu\u00f0 og hva\u00f0a aflei\u00f0ingar \u00fe\u00e6r skilgreiningar hafa \u00e1 ranns\u00f3knir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun.<\/li>\n<li>Leita\u00f0 er lei\u00f0a til a\u00f0 n\u00e1 brei\u00f0ari s\u00fdn yfir \u00f3l\u00edk ranns\u00f3knarsvi\u00f0 um kennslu og kennsluh\u00e6tti, me\u00f0 hli\u00f0sj\u00f3n af kostum og g\u00f6llum \u00feeirrar n\u00e1lgunar a\u00f0 skilgreina \u00ferj\u00fa svi\u00f0 sl\u00edkra ranns\u00f3kna.<\/li>\n<li>Kanna\u00f0 er hvernig megi draga saman vinnu rannsakenda \u00e1 kennslu og ke<span style=\"font-size:0px; color:#ff0000;\">\ufeff<a href=\"https:\/\/www.lambdapy.com\/\">\u7280\u5229\u58eb<\/a><br \/>\n<\/span>nnsluh\u00e1ttum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og hvernig megi l\u00fdsa st\u00f6\u00f0u e\u00f0a framvindu fr\u00e6\u00f0asamf\u00e9lagsins \u00e1 hverju svi\u00f0i fyrir sig, e\u00f0a almennt.<\/li>\n<\/ol>\n<p>Framlag J\u00f3hanns var \u00e1 svi\u00f0inu <em>enactment <\/em>\u00ed formi veggspjalds me\u00f0 frumni\u00f0urst\u00f6\u00f0um um hva\u00f0 einkennir norr\u00e6nar kennslustundir sem metnar eru fram\u00farskarandi \u00ed hugr\u00e6nni virkjun.<\/p>\n<h2>A\u00f0alfyrirlestur Susanne Prediger<\/h2>\n<figure id=\"attachment_125\" aria-describedby=\"caption-attachment-125\" style=\"width: 300px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-125 size-medium\" src=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/susan-300x300.png\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/susan-300x300.png 300w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/susan-150x150.png 150w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/susan.png 325w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-125\" class=\"wp-caption-text\"><em>Susanne Prediger er pr\u00f3fessor \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun vi\u00f0 T\u00e6knih\u00e1sk\u00f3lann \u00ed Dortmund og starfar vi\u00f0 Institute for Development and Research in Mathematics Education \u00ed Dortmund, \u00de\u00fdskalandi.<\/em><\/figcaption><\/figure>\n<p>Erindi a\u00f0alfyrirlesarans Susanne Prediger fr\u00e1 Dortmund h\u00e1sk\u00f3la <span style=\"font-size:0px; color:#ff0000;\">\ufeff<a href=\"https:\/\/www.lambdapy.com\/\">\u7280\u5229\u58eb<\/a><br \/>\n<\/span>\u00ed \u00de\u00fdskalandi veitti yfirlit yfir 20 \u00e1ra ranns\u00f3knarferil hennar. H\u00fan hefur veri\u00f0 hluti af ranns\u00f3knarverkefnum af \u00fdmsum toga en hefur \u00e1 n\u00fdli\u00f0num \u00e1rum leitt umbreytingar \u00e1 starfs\u00fer\u00f3un st\u00e6r\u00f0fr\u00e6\u00f0ikennara \u00ed \u00de\u00fdskalandi. Meginstef fyrirlestursins var hlutverk tungum\u00e1lsins vi\u00f0 \u00fer\u00f3un hugtakaskilnings. Ni\u00f0urst\u00f6\u00f0ur ranns\u00f3kna hennar \u00ed \u00de\u00fdskalandi hafa me\u00f0al annars s\u00fdnt a\u00f0 allir nemendur geti d\u00fdpka\u00f0 hugtakaskilning sinn me\u00f0 svonefndum tungum\u00e1ls-svarb\u00fanum (<em>language-responsive<\/em>) n\u00e1lgunum, \u00f3h\u00e1\u00f0 \u00fev\u00ed hvort nemendur hafa \u00fe\u00fdsku a\u00f0 fyrsta m\u00e1li e\u00f0a ekki. Ein hagn\u00fdting \u00e1 ni\u00f0urst\u00f6\u00f0um hennar er a\u00f0 \u00fe\u00f3 mikilv\u00e6gt s\u00e9 a\u00f0 kennarar hafi mj\u00f6g gott vald \u00e1 \u00fev\u00ed n\u00e1kv\u00e6ma og t\u00e6knilega or\u00f0f\u00e6ri sem skilgreiningar og r\u00f6kleg uppbygging ni\u00f0ursta\u00f0na \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i byggja \u00e1, \u00fe\u00e1 s\u00e9 enn mikilv\u00e6gara a\u00f0 nemendur f\u00e1i t\u00e6kif\u00e6ri til a\u00f0 or\u00f0a uppg\u00f6tvanir s\u00ednar sj\u00e1lf \u00f3formlega. \u00deannig f\u00e1i nemendur hlutdeild \u00ed \u00feeirri samr\u00e6\u00f0u \u00fear sem merking byggist upp \u2013 og ni\u00f0urst\u00f6\u00f0ur benda til a\u00f0 \u00feetta eigi vi\u00f0 um <em>alla<\/em> nemendur, \u00f3h\u00e1\u00f0 fyrsta m\u00e1li e\u00f0a fyrri \u00e1rangri. \u00c1 t\u00edmum \u00fear sem nemendum fer fj\u00f6lgandi sem hafa ekki fullt vald \u00e1 r\u00edkjandi m\u00e1li \u00ed sk\u00f3lastofunni er mikilv\u00e6gt a\u00f0 byggja kennslu \u00e1 \u00fev\u00ed sem ranns\u00f3knir s\u00fdna a\u00f0 veiti sem flestum a\u00f0gang a\u00f0 merkingarb\u00e6ru st\u00e6r\u00f0fr\u00e6\u00f0in\u00e1mi.<\/p>\n<h2>A\u00f0alfyrirlestur Jeppe Skott<\/h2>\n<figure id=\"attachment_124\" aria-describedby=\"caption-attachment-124\" style=\"width: 300px\" class=\"wp-caption alignright\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-124 size-medium\" src=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/jeppe-300x300.png\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/jeppe-300x300.png 300w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/jeppe-150x150.png 150w, https:\/\/flatarmal.is\/wp-content\/uploads\/2022\/12\/jeppe.png 325w\" sizes=\"auto, (max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-124\" class=\"wp-caption-text\"><em>Jeppe Skott er pr\u00f3fessor \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun vi\u00f0 Linn\u00e6us h\u00e1sk\u00f3la \u00ed V\u00e4xj\u00f6, Sv\u00ed\u00fej\u00f3\u00f0.<\/em><\/figcaption><\/figure>\n<p>Erindi a\u00f0alfyrirlesarans Jeppe Skott, sem er danskur en starfar vi\u00f0 h\u00e1sk\u00f3la \u00ed Sv\u00ed\u00fej\u00f3\u00f0 og Noregi, gaf inns\u00fdn \u00ed kenningaramma sem hann hefur \u00fer\u00f3a\u00f0 \u00e1 30 \u00e1ra t\u00edmabili og fjallar um \u00feekkingu, vi\u00f0horf og sj\u00e1lfsvitund kennara. Meginspurningin sem liggur til grundvallar ranns\u00f3knum Jeppe l\u00fdtur a\u00f0 \u00fev\u00ed hvernig einstaklingur (kennari) og samhengi (umhverfi, t.d. sk\u00f3lastofa e\u00f0a sk\u00f3lastofnun) tengist og hafi \u00e1hrif hvort \u00e1 anna\u00f0. Hann hefur s\u00e9rstaklega beint sj\u00f3num a\u00f0 \u00fev\u00ed hvernig aukinni \u00e1herslu \u00e1 hugsm\u00ed\u00f0ahyggju farnast \u00feegar kennaranemi fer \u00far verndu\u00f0u umhverfi h\u00e1sk\u00f3lakennslustofunnar og yfir \u00ed sk\u00f3lastofnun \u00fear sem hugsm\u00ed\u00f0ahyggja hefur ekki n\u00e1\u00f0 f\u00f3tfestu \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu, togstreitu sem \u00fear getur myndast og hva\u00f0 \u00fea\u00f0 er sem hefur \u00e1hrif \u00e1 \u00fea\u00f0 hvort kennaraneminn haldi sig vi\u00f0 sinn keip e\u00f0a gefist upp og falli \u00ed far vi\u00f0tekinna venja. Ni\u00f0urst\u00f6\u00f0ur ranns\u00f3knanna gefa til kynna a\u00f0 gagnverkun eigi s\u00e9r sta\u00f0 milli \u00feekkingar, vi\u00f0horfa og sj\u00e1lfsvitundar kennara og \u00fev\u00ed \u00feurfi a\u00f0 sko\u00f0a \u00feessi fyrirb\u00e6ri \u00ed samhengi en ekki hvert og eitt s\u00e9r. Til a\u00f0 l\u00fdsa \u00feessari gagnverkun hefur Jeppe lagt til kenningaramma sem hann nefnir <em>mynstur \u00fe\u00e1ttt\u00f6ku<\/em> (<em>patterns of participation<\/em>) og innan \u00feess ramma skilgreinir hann <em>kvika sj\u00e1lfsvitund<\/em> (<em>dynamic identity<\/em>), enda s\u00e9 ekki um eitthva\u00f0 a\u00f0 r\u00e6\u00f0a sem greipt s\u00e9 \u00ed stein heldur geti sj\u00e1lfsvitund komi\u00f0 fram \u00e1 mismunandi h\u00e1tt allt eftir \u00fev\u00ed \u00ed hva\u00f0a umhverfi kennarinn er staddur hverju sinni.<\/p>\n<h2>Pallbor\u00f0sumr\u00e6\u00f0ur<\/h2>\n<p>A\u00f0 \u00feessu sinni var velt upp st\u00f3rum spurningum \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun. Anna Baccaglini-Frank fr\u00e1 H\u00e1sk\u00f3lanum \u00ed Pisa \u00e1 \u00cdtal\u00edu f\u00f3r yfir spurningar sem tengjast framsetningu \u00feekkingar (representations) \u00e1 umr\u00e6\u00f0uformi (discursive), l\u00edk\u00f6mnun (embodiment, svo sem \u00feegar nemendur t\u00e1kna t\u00f6lur me\u00f0 fingrunum) og vi\u00f0 raungeringu (realization, svo sem \u00feegar nemendur \u00fer\u00edv\u00edddarprenta hluti sem \u00feeir hafa \u00e1\u00f0ur gert l\u00edkan a\u00f0 \u00ed t\u00f6lvu). Ingi Heinesen H\u00f8jsted fr\u00e1 H\u00e1sk\u00f3lanum \u00ed F\u00e6reyjum velti upp spurningum sem tengjast notkun stafr\u00e6nnar t\u00e6kni, s\u00e9rstaklega \u00ed samhengi vi\u00f0 fjarkennslu \u00ed heimsfaraldri. Janka Medov\u00e1 fr\u00e1 H\u00e1sk\u00f3lanum \u00ed Nitra \u00ed Sl\u00f3vak\u00edu velti upp spurningum sem tengjast algr\u00edmum og reiknihugsun. \u00deessum spurningum fengu s\u00ed\u00f0an Jeppe Skott og Susanne Prediger a\u00f0 breg\u00f0ast vi\u00f0 auk \u00feess sem fleiri spurningar og umr\u00e6\u00f0ur spruttu upp \u00far salnum gegnum Padlet-vegg.<\/p>\n<h2>Samantekt<\/h2>\n<p>Vi\u00f0 lok r\u00e1\u00f0stefnunnar var liti\u00f0 fram \u00e1 veginn. Tilkynnt var a\u00f0 n\u00e6sta r\u00e1\u00f0stefna, CERME13, muni fara fram \u00ed B\u00fadapest \u00ed Ungverjalandi, dagana 10.-14. j\u00fal\u00ed 2023. Veglegt kynningarmyndband fyrir r\u00e1\u00f0stefnuna m\u00e1 finna \u00e1 vef ERME (<a href=\"http:\/\/www.erme.site\/\">erme.site<\/a>). R\u00e1\u00f0stefnurit CERME12 er v\u00e6ntanlegt \u00e1 sama vef, en \u00fear m\u00e1 finna fyrir r\u00e1\u00f0stefnurit fyrri CERME r\u00e1\u00f0stefna allt aftur til \u00feeirrar fyrstu sem haldin var \u00ed \u00de\u00fdskalandi \u00e1ri\u00f0 1999 (undir Conferences \uf0e0\u00a0 CERME). ERME stendur einnig reglulega fyrir svonefndum \u00feemar\u00e1\u00f0stefnum (Topic Conferences) sem hafa \u00fe\u00e1 afmarka\u00f0ri \u00e1herslur og f\u00e6rri \u00feemavinnuh\u00f3pa. \u00derj\u00e1r \u00feemar\u00e1\u00f0stefnur ver\u00f0a haldnar \u00ed \u00e1r, um st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 uppl\u00fdsinga\u00f6ld, tungum\u00e1l \u00ed st\u00e6r\u00f0fr\u00e6\u00f0ikennslu og st\u00e6r\u00f0fr\u00e6\u00f0i \u00e1 h\u00e1sk\u00f3lastigi. Algengt er a\u00f0 fyrsti dagur ERME r\u00e1\u00f0stefna s\u00e9 tileinka\u00f0ur ungum rannsakendum og doktorsnemum og var CERME12 \u00fear engin undantekning. \u00dear gefst t\u00e6kif\u00e6ri til a\u00f0 kynnast innbyr\u00f0is og l\u00e6ra af reyndari rannsakendum \u00ed vinnusmi\u00f0jum um fr\u00e6\u00f0ileg skrif, m\u00f3tun og samtvinnun kenningaramma, a\u00f0fer\u00f0afr\u00e6\u00f0i og fleira. ERME hefur auk \u00feess sta\u00f0i\u00f0 fyrir \u00fatg\u00e1fu b\u00f3kaser\u00edu allt fr\u00e1 \u00e1rinu 2017. B\u00e6kurnar eru n\u00fa or\u00f0nar sex talsins sem allar fjalla um st\u00e6r\u00f0fr\u00e6\u00f0imenntun og gefa mikilv\u00e6gt yfirlit yfir ranns\u00f3knir og ni\u00f0urst\u00f6\u00f0ur \u00feeirra. \u00dea\u00f0 er \u00f3h\u00e6tt a\u00f0 fullyr\u00f0a a\u00f0 mikil gr\u00f3ska og fram\u00fer\u00f3un s\u00e9 \u00ed evr\u00f3psku samstarfi \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar og fr\u00e6\u00f0af\u00f3lk fr\u00e1 \u00f6\u00f0rum heims\u00e1lfum tekur einnig \u00fe\u00e1tt \u00ed starfinu \u00ed auknum m\u00e6li. Fagf\u00f3lk \u00e1 \u00cdslandi \u00ed st\u00e6r\u00f0fr\u00e6\u00f0i og st\u00e6r\u00f0fr\u00e6\u00f0ikennslu getur s\u00f3tt b\u00e6\u00f0i fr\u00f3\u00f0leik og samvinnu \u00ed evr\u00f3psku samstarfi.<\/p>\n<p>&nbsp;<\/p>\n<p><em>J\u00f3hann \u00d6rn Sigurj\u00f3nsson er doktorsnemi og stundakennari vi\u00f0 H\u00e1sk\u00f3la \u00cdslands<\/em><\/p>\n<p><em>Bjarnhei\u00f0ur Kristinsd\u00f3ttir er a\u00f0j\u00fankt vi\u00f0 H\u00e1sk\u00f3la \u00cdslands<\/em><\/p>\n<p><em>Ing\u00f3lfur G\u00edslason er a\u00f0j\u00fankt vi\u00f0 H\u00e1sk\u00f3la \u00cdslands<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>J\u00f3hann \u00d6rn Sigurj\u00f3nsson Bjarnhei\u00f0ur Kristinsd\u00f3ttir Ing\u00f3lfur G\u00edslason Evr\u00f3pskt samstarf \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar \u00e1 s\u00e9r or\u00f0i\u00f0 nokkra s\u00f6gu. R\u00e6tur samstarfsins liggja \u00ed stofnun hins evr\u00f3pska f\u00e9lags um ranns\u00f3knir \u00ed st\u00e6r\u00f0fr\u00e6\u00f0imenntun, ERME (European Society for Research in Mathematics Education) \u00e1ri\u00f0 1997 \u00ed Osnabr\u00fcck. Allt s\u00ed\u00f0an 1999 hefur ERME sta\u00f0i\u00f0 fyrir r\u00e1\u00f0stefnum um ranns\u00f3knir \u00e1 svi\u00f0i st\u00e6r\u00f0fr\u00e6\u00f0imenntunar. Sm\u00e6rri&#8230;<\/p>\n","protected":false},"author":1,"featured_media":122,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-60","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\/60","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=60"}],"version-history":[{"count":10,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/60\/revisions"}],"predecessor-version":[{"id":5364,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/posts\/60\/revisions\/5364"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=\/wp\/v2\/media\/122"}],"wp:attachment":[{"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=60"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=60"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/flatarmal.is\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=60"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}