Abstract
Analyses of children's participation in cultural practices typically focus on the ways in which dimensions of activities shape the nature of children's participation and learning. In contrast, our concern in this article is to understand how children, in their participation, transform cultural practices. We use Saxe's (1991) emergent goals framework to illustrate how the mathematical problems that emerge in children's play of Monopoly are interwoven with children's developing competencies and social interactions.
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