Analysing Young Japanese Children’s Social Values, Mathematical Values and Mathematical Expressions

This study examines how young children perceive fairness, justice and equality during mathematical activities concerning critical mathematics education in the Japanese preschool education context. It explores how mathematical modelling emerges in dialogues among young children in connection with social values and elaborates on them based on the observations made during activities related to rulemaking and distributive behaviour. A multiple-case study technique was applied. The activities of cases 1 and 2 were conducted with different groups of children. The results show that rulemaking can be difficult for young children; however, by making the situation realistic, they could verbalise and communicate varied ideas. Regarding distribution, a more authentic situation (a configuration of the environment that includes real and concrete objects) shows a variety of children’s opinions and active involvement. Despite the emphasis on equality and sympathy for others, a feeling different from sympathy was expressed in the children’s desire for their opinions to be respected. This revealed that rulemaking and division activities can provide young children an opportunity to observe a variety of social values according to context and group membership, help in developing skills, and lead to democratic competence in talking and negotiating with others and building consensus through these exchanges.