Por defecto: 

The anthropological notion of bricolage has been used as a research framework to describe various phenomena, but rarely to describe teaching mathematics. In this study, one college mathematics instructor, Charles, positions himself as an expert when lecturing, but acts as a bricoleur, or do-it-yourself craftsperson, when teaching via active learning. The case of Charles illustrates the obstacles that many experienced lecturers encounter as they attempt to transition to evidence-based instructional practices and reframes the efforts of teachers as bricoleurs with an anti-deficit perspective. This paper provides implications for institutions of higher education that want to support instructors who work to improve their pedagogy.

Instructional practices; Active learning; Anthropological theory of instruction; Higher education; Anti-deficit