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.