This naturalistic case study investigates the problem posing patterns that emerge as four small groups of 12 year old students in Western Canada work collectively on a structured mathematics task. A method of data analysis is introduced that blurs the data to create transcript "tapestries" providing visual evidence of collective patterns of posed problems that emerge over time. Results in progress suggest that groups vary widely in terms of the problems posed, and in terms of the patterns in which these problems emerge in their discourse. The reposing of problems helps to structure each group's discussion, with the role that each problem plays in the conversation evolving as it reemerges in the discourse. [For the complete proceedings, see ED597799.]