Author: Mousley, Judith A.
Type of paper: Abstract refereed
Order in classrooms is an attribute which many teachers strive for, but recent innovations have brought relative disorder. However, the work of Benoit Mandlebrot encourages us to think of a new kind of order - that which grows out of disorder. This paper draws on data collected in four classrooms where teachers are encouraging the construction of mathematical understandings through the use of student-initiated group activities. Classroom scenarios are used in the examination of strategies that teachers employ to link the resulting 'disorderly' curriculum with the more traditional, socially-valued curriculum.