The idea is that ideas develop over time and a student's level of understanding can be influenced by many factors (Lesh & Lehrer, 2003). The challenge is to provide opportunities for students to “extend, revise, reorganize, refine, modify, or adapt the constructs (or conceptual systems) they have” instead of defining or creating new ideas (Lesh & Lehrer, 2003). Vygotsky (1978) states that language has an influence on a student's thinking, but models and modeling perspectives extend beyond just language as there are other influences from a student's culture besides language that have a influence on his thinking (Cobb & McClain, 2001). Along a variety of dimensions is how models and modeling perspectives develop conceptual tools with respect to Vygotsky's focus on the internalization of experience (Lesh, 2002). Therefore, Lesh extends Vygotsky's zone of proximal development to a multidimensional region in which there are various ways to develop understanding of a concept as well as different paths to take when exploring different regions (Lesh & Lehrer,