for the learning of mathematics

Alayne Armstrong - Vol. 37 Num. 2 (2017)
 Bricolage in middle years school mathematics


This article presents a case study of a small group of Grade 8 students performing bricolage during a classroom mathematics task. The data analysis involves the use of ‘tapestries’, a style of transcript that enables the consideration of both the group and individuals within the group as learning agents. I characterize bricolage as an emergent, self-structuring process through which the group poses problems to establish the boundaries of its understanding of the task, and through the use of good-enough mathematics, then pushes these boundaries to explore possible solutions and develop deeper levels of mathematical understanding.


FLM Board and Aims
Suggestions to writers
Current Issue (Home)
Subscribe to FLM
Search Table of Contents
Contact FLM