Studies on cognition have capitalized on the role of contexts and experience in shaping our cognitive competence. In the past few decades, the mathematical education research field has begun to pay increased attention to the mathematics practices of both adults and children that take place in non-academic settings. As a result, theoretical fields such as ethnomathematics, situated cognition, and workplace mathematics have gained prominence. In this paper, we use Vergnaud's theory of conceptual fields to highlight the workplace mathematical activities of two groups of practitioners-Street vendors in Lebanon, and Bus conductors in India. [For the complete proceedings, see ED597799.]