“…(p. 241) With variations in topic and focus, the idea that concepts exist in distributed cultural practices and change through processes that extend beyond individual thinking is now widely accepted among researchers working on learning and conceptual change in a sociocultural tradition. Notable examples include studies of "learning through intent participation" as children engage in everyday joint activity with adult caregivers (Rogoff, Paradise, Arauz, Correa-Chavez, & Angelillo, 2003), studies of historical change in the form and function of concepts of arithmetic and quantity as they are influenced by participation in practices of currency-based mercantile exchange and Western schooling (Saxe, 1991(Saxe, , 2012, and research on language diversity and heterogeneous cultural resources in classroom learning of science concepts (Rosebery, Ogonowski, DiSchino, & Warren, 2010). All of these studies approach concepts and conceptual change in terms of learners' shifting participation in and contributions to the valued conceptual practices of communities.…”