Modeling students' conceptions: The case of function

We investigate the epistemological complexity of modeling stu-dents' knowing of mathematics with the goal of achieving models that acknowledge both the possible lack of coherency and the local efficiency of such knowing. We propose a model of " conception " as a possible tool to address the epistemological complexity we identify. We then provide an illustration of the usefulness of this model by exploring conceptions of " function " as a case in point.