Abstract
This article provides a glimpse into the work of fifth graders (ages 10–11) on a problem involving logical necessity. The research was part of a one-year collaboration between a university professor and his former student, a veteran teacher of twenty-plus years' experience, in an independent midwestern elementary school. The school's curriculum focuses on “teaching for understanding,” and problem solving plays an important role throughout the pupils' experiences. This is one of a series of reports on the various activities that resulted from this collaboration.
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