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Researchers have argued against deficit-based explanations of students'troubles with mathematical sense-making, pointing instead to factors such asepistemology: students' beliefs about the nature of knowledge and learning canhinder them from activating and integrating productive knowledge they have. Butsuch explanations run the risk of substituting an epistemological deficit for aconcepts/skills deficit. Our analysis of an undergraduate engineering majoravoids this "deficit trap" by incorporating multiple, context-dependentepistemological stances into his cognitive dynamics.

Beyond epistemological deficits: Incorporating flexible epistemological views into fine-grained cognitive dynamics