"In crediting Emmy Noether with her share in this transformation of mathematics, most biographers have followed Hermann Weyl's analysis... noting that it falls in three periods, of which the first, lasting until about 1919, was one of "relative dependence," whereas the other two were characterized by the algebraic work for which she is remembered. ...[D]ifficulties arise in drawing a sharp distinction between... "relatively dependent" and the rest, however. One can find examples of originality in her early work, and many instances of dependence in her later period... the exclusion of "dependent" work from consideration makes it impossible to study any process of conceptual change. ...The work that was most influential was done when she was in her forties; The "Noether school" of those who collaborated with her in attempting to make algebra the tool and foundation of all mathematics consists of individuals who knew her only in the last decades of her life. In short, her historic influence in effecting conceptual change is based on the events in the last decade of her life. Her stature as a creative mathematician is better understood if we examine her mathematical career in its entirety, however. Only then can we appreciate to what extent Emmy Noether's work fits Poincare's famous description of mathematical creativity..."