Using “Tapestries” to Document the Collective Mathematical Thinking of Small Groups

Authors

Alayne Armstrong, University of ReginaFollow

Abstract

A challenge in mathematics education research has been to document the complex nature of collective mathematical learning. This paper describes a method of data analysis that offers a visual representation of collective discourse during mathematical tasks. Using data extracts from a study of small groups in a middle years classroom, I color code collective utterances to create a “tapestry,” a type of transcript that offers researchers the ability to move between individual and collective planes of focus during analysis. The nature of collective thinking is revealed by tapestries, including how utterances bump against each other, the role of utterances evolves as the context of discussion changes, and the potential for self-structuring within collective discourse.

Keywords

Collective Discourse, Mathematics Education, Small Groups, Middle Years Students, Collective Understanding

Author Bio(s)

Dr. Alayne Armstrong is an Assistant Professor in the Faculty of Education at the University of Regina. Correspondence regarding this article can be addressed directly to: alayne.armstrong@uregina.ca.

Acknowledgements

This study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) grant #452-2010-2389.

Publication Date

6-24-2017

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2017.2877

Recommended APA Citation

Armstrong, A. (2017). Using “Tapestries” to Document the Collective Mathematical Thinking of Small Groups. The Qualitative Report, 22(6), 1673-1692. https://doi.org/10.46743/2160-3715/2017.2877