Vygotsky posed a variety of meaningful ideas for education in his short life. This paper focuses on everyday concepts and mathematical concepts or scientific concepts from his theory, reorganizing these ideas according to a new idea of sublated concepts. Using a series of interviews from a third grade fraction class in Japan, the paper discusses how everyday and mathematical concepts arise out of discussions among children and a teacher, and how they develop into sublated concepts. [For complete proceedings, see ED489597.]
