This longitudinal case study presents a sequence of episodes that document the mathematical thinking of one child, Stephanie, over a 5-year period. Her development of the idea of mathematical justification spans grades 1–5. Stephanie worked on several combinatorics tasks in small-group, whole-class, and individual interview settings. The documented events indicate Stephanie's progress in classifying, organizing, and reorganizing data. The study provides some significant insight into the process by which Stephanie learned to make proofs, within a setting that encouraged the development of her ideas.
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