... and understanding more about other practice” (Kennedy, 2014 , p. 7)- as in the case of LS. Akkerman and Bakker (2011) claim that all learning involves boundary crossing, which they describe as “a sociocultural difference leading to discontinuity in action or interaction” (p. 133). They point out...

.... These analyses make use of concepts involved in understanding boundary crossing, such as using boundary objects and their roles, to help make sense of the new theories, tools, and resources as well as relationships engendered in responding to the reform's demand. While recognizing the continuity at play...