Five year Olds in between Sharing and Division
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| Title: | Five year Olds in between Sharing and Division |
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| Authors: | Sumpter, Lovisa, Hedefalk, Maria, Eriksson, Helena, Markkanen, Peter |
| Publisher Information: | Paul Ernest and based at School of Education, University of Exeter, 2022. |
| Publication Year: | 2022 |
| Subject Terms: | sharing, mathematical arguments, ethical reasoning, Didactics, division, Didaktik, preschool |
| Description: | Sharing and division are two concepts that have overlapping properties, and both are connected to the interpretation of fairness. In the present study, we study preschool children’s work with a case where eight biscuits were shared between soft toys. The focus is onthe different arguments that the children express. The results show that children use both ethical arguments and mathematical arguments in their solutions. Some of the arguments can be categorised as ‘Fair sharing related to number of pieces only’ or ‘Fair sharing employing ad hoc attempts at equal size’. The arguments that were coded as sharing not associated with mathematical sense of fairness were either classified as ethical reasoning or play. In the discussion, we raise the need of the combination of ethical reasoning and mathematical arguments if we want to create situations for children to develop critical thinking. Att göra matematik och naturvetenskap relevant inom undervisning för hållbar utveckling: Didaktiska modeller för undervisning för barn i yngre åldrar |
| Document Type: | Article |
| File Description: | application/pdf |
| Access URL: | http://hdl.handle.net/10852/99544 http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-209557 http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-484490 http://urn.kb.se/resolve?urn=urn:nbn:se:du-42747 |
| Accession Number: | edsair.dedup.wf.002..3db8ab8b8bccc29dc2f73b7b81fba8b1 |
| Database: | OpenAIRE |
Nájsť tento článok vo Web of Science | Abstract: | Sharing and division are two concepts that have overlapping properties, and both are connected to the interpretation of fairness. In the present study, we study preschool children’s work with a case where eight biscuits were shared between soft toys. The focus is onthe different arguments that the children express. The results show that children use both ethical arguments and mathematical arguments in their solutions. Some of the arguments can be categorised as ‘Fair sharing related to number of pieces only’ or ‘Fair sharing employing ad hoc attempts at equal size’. The arguments that were coded as sharing not associated with mathematical sense of fairness were either classified as ethical reasoning or play. In the discussion, we raise the need of the combination of ethical reasoning and mathematical arguments if we want to create situations for children to develop critical thinking.<br />Att göra matematik och naturvetenskap relevant inom undervisning för hållbar utveckling: Didaktiska modeller för undervisning för barn i yngre åldrar |
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