What's Fair for Grade 6?

Year: 1995

Author: Lidster, Sharyn, Pereira-Mendoza, Lionel, Watson, Jane, Collis, Kevin

Type of paper: Abstract refereed

Children experience the concept of fairness in a variety of contexts most of which are outside the school curriculum. The case study described in this paper developed during the initial stages of a larger project assessing higher order cognitive functioning during co-operative learning in probability and statistics. The study aims to identify the consequences these experiences have in terms of the development of a mathematical notion of fairness as it relates to probability. Students from grades 6 and 9 were interviewed using a protocol designed to assess their understanding of fairness through playing games, data collection, representation, interpretation and prediction.

The theoretical framework used to analyse student responses was the SOLO Taxonomy with Multimodal Functioning developed by Biggs and Collis. The results of the case study have implications for the larger project in terms of the design of the protocol exploring fairness and in determining the age range of students to be sampled. In turn the findings of the whole project will be applied to monitor the implementation of higher order objectives in the Australian chance and data curriculum.