ABSTRACT
To understand more fully the interdependence between sociocultural and cognitive developmental processes in sellers’ developing mathematics requires an integration of the two sets of analyses presented in prior chapters. Analyses of the enculturation process—the social organization of the practice and its emergent goals that allows sellers of different ages and ability levels to participate (component 1 presented in Chapters 3 to 7) must be integrated with the analysis of form and function in sellers’ mathematics (component 2 presented in Chapters 8 and 9). While I have pointed to this integration in the prior chapter, in the present chapter I sketch a further integration, one that I return to in the concluding chapter.
