How making for a purpose in mathematics can provoke mathematical meaning making

In this paper we are concerned to understand the connection that can occur for primary school children between relevant practical, "hands-on" engagement with the material world in partnership with others and the development of mathematical commitment, enthusiasm and understanding. We draw on our personal experiences of a European Union (EU) project, Mathematics in the Making (MiMa)(http://www.mathematicsinthemaking.eu), (Project no. 539872-LLP-1-2013-1-ITCOMENIUS–CMP)funded through the Comenius Lifelong Learning Programme, which was based on a primary school mathematics intervention in five EU countries - England, Germany, Hungary, Italy and Portugal. We use the writings of David Jardine and Peter Applebaum to aid our thinking. We point to how absorbing, extended practical work recognises our humanity and can provide purposeful spaces for meaning-making in mathematics.