Abstract
A key Piagetian concept highlighted by Flavell (1963, 368) is that intellectual development is marked by a gradual transformation of overt actions into mental operations. The carrying out of actions by pupils with the decreasing support of external objects can be facilitated by having them use physical objects that exemplify given concepts, patterns, or operations; followed by pictorial or semisymbolic representations; and then imagined object and operations while keeping symbolic records. Subsequently the abstract concepts emerge in a form that can not only be used meaningfully but also be reinterpreted, as required, in terms of previous levels of representation, rather than exist purely at a symbolic level.
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