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Bringing design-based research and activity-theoretical formative intervention research into dialogue is commendable. William R. Penuel contributes to this effort by examining two cases that he considers to be “emerging forms” of formative intervention research in his article,“Emerging Forms of Formative Intervention Research in Education”(this issue). According to Penuel, although couched within the broad notion of design-based studies in the learning sciences, these cases go beyond standard assumptions and limitations of design-based research and take steps that seem to be in line with key ideas of formative intervention research. The approach taken by Penuel has the obvious advantage of showing that formative intervention is indeed an emergent and open-ended approach to theoretically guided research. Our concern with this approach is that the very idea of formative intervention research may lose its …