In one elementary school curriculum, mathematical variables first appear in the sixth grade. Why are they not introduced in the fourth or fifth grade?
A) Children in the concrete operational stage cannot reason with hypothetical entities such as variables.
B) I'm not sure. According to Piaget, concrete operational children should be able to reason with variables.
C) Children are incapable of conservation and reversibility until the beginning of the formal operational period.
D) Dealing with variables requires postconventional thought, which does not usually appear till adolescence.

Question

Quizplus · Accepted Answer

According to Piaget's theory of cognitive development, children in the concrete operational stage (ages 7-11) can reason logically about concrete objects and events but cannot reason effectively with abstract or hypothetical concepts such as variables. Therefore, it makes sense that variable should not be introduced until the sixth grade when students have transitioned into the formal operational stage (ages 11+), where they are theoretically capable of reasoning with variables.

In One Elementary School Curriculum, Mathematical Variables First Appear in the Sixth