In the mathematical community, two notions of "function" are used: the set-theoretic definition as a univalent set of ordered pairs, and the Bourbaki triple. These definitions entail different interpretations and answers to mathematical questions that even a secondary student might be prompted to answer. However, mathematicians and mathematics educators are often not explicit about which definition they are using. This paper discusses these parallel usages and the related implications for the field of mathematics education. [For the complete proceedings, see ED629884.]