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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.
Collective Discourse, Mathematics Education, Small Groups, Middle Years Students, Collective Understanding
This study was funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) grant #452-2010-2389.
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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
Quantitative, Qualitative, Comparative, and Historical Methodologies Commons, Science and Mathematics Education Commons, Social Statistics Commons