Purpose
The study explores how kindergarten children’s collective reasoning on the distribution of resources takes shape, and how they alternate between mathematical and ethical approaches in different situations. The research questions are: 1) How do different distribution scenarios provide children with opportunities to express reasoning based on mathematical properties? 2) How do children express ethical reasoning in these contexts? One of the purposes of the study is to develop tasks that can be used in kindergartens to promote discussions about sharing and fair distribution.
Result
The results show that children often use simple mathematical reasoning, such as division, when tasks are uncomplicated. However, when ethical considerations such as fairness and needs were introduced, the reasoning shifted to a more ethical focus. The children also used mathematics to support ethical arguments, and their ability to reason collectively showed a good understanding of both mathematical and social aspects of distribution. The study points out that even young children can strike a balance between reasoning mathematically and ethically, and that the context is of great importance regarding the type of reasoning being used.
Design
The study used a qualitative method in which two kindergarten children, 4 and 6 years old, were observed while resolving distribution tests. The children were chosen because they knew each other and could therefore communicate freely, and the age difference gave variation in their reasonings. The data were collected in a 15-minute session at home to ensure a safe environment. One researcher led the activity, while another video recorded it. The transcripts were analysed using frameworks for both mathematical and ethical reasoning.
References
Sumpter, L., & Hedefalk, M. (2023). När dela lika är olika. Nordisk Barnehageforskning, 20 (2), 110–129.