Abstract
This chapter reports on a study of fairness in young children. Its aim is to examine how preschoolers respond to mathematical problem-solving contexts that imply fairness and the claim of sharing and distributing. The results suggest that by the age of four, children are cognitively and socially capable, at a certain level, to transmit from their own state of mind to that of the others, overcome self-interest and understand, expect and prefer fairness, while distributing justice.
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Nikiforidou, Z., Pange, J. (2015). Fairness Through Mathematical Problem Solving in Preschool Education. In: Gellert, U., Giménez Rodríguez, J., Hahn, C., Kafoussi, S. (eds) Educational Paths to Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-319-15410-7_9
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DOI: https://doi.org/10.1007/978-3-319-15410-7_9
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