Key points are not available for this paper at this time.
In the first part of this article, I clarify how we analyze students' mathematical reasoning as acts of participation in the mathematical practices established by the classroom community. In doing so, I present episodes from a recently completed classroom teaching experiment that focused on statistics. Against the background of this analysis, I then broaden my focus in the final part of the article by developing the themes of change, diversity, and equity.
Paul Cobb (Mon,) studied this question.