Co-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective

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dc.contributor.advisorMartin, Lyndon
dc.contributor.authorNikfarjam, Parinaz
dc.date.accessioned2020-11-13T14:02:01Z
dc.date.available2020-11-13T14:02:01Z
dc.date.copyright2020-08
dc.date.issued2020-11-13
dc.date.updated2020-11-13T14:02:00Z
dc.degree.disciplineEducation
dc.degree.levelDoctoral
dc.degree.namePhD - Doctor of Philosophy
dc.description.abstractFeedback has been recognized as one of the most powerful factors in school achievement, and a great body of research has been devoted to studying its effectiveness. In this research, I bring together research in peer feedback and mathematics education by exploring peer feedback practices in my grade six mathematics class. Inspired by a democratic view of education, this research is premised on the conviction that peer feedback practices, like all other educational acts, must be decided by those affected by them. For this reason, my grade six students and I co-constructed feedback practices as the group engaged in feedback actions, categorized feedback, and co-constructed models of feedback. Adopting an enactivist perspective, both as a theory of knowing and as a methodology, I explored the co-construction of the groups feedback practices as feedback was enacted across three cycles of feedback actions. The goal of this research was to see how the group co-constructed feedback categories, models and actions and how conceptualization of feedback and its effectiveness evolved throughout the process. The analysis of data culminated in three detailed narratives describing, from my perspective as teacher-researcher, shared experiences of coupling across the three cycles. The process of co-constructing feedback provided the group with the opportunity for recursive linguistic coupling with one another, through which the group co-adapted and co-evolved and brought forth new possibilities for feedback categories and models. Many parallels emerged between the process of co-construction of feedback practices and the feedback practices that were co-constructed. Students conceptualization of feedback and its effectiveness evolved from content to actions and relationships. The findings of this research suggest that the power of the feedback practices rested in the fact that they were co-constructed and that the process of co-construction was one of transformation, of action, reflection, and effective relationships.
dc.identifier.urihttp://hdl.handle.net/10315/37988
dc.languageen
dc.rightsAuthor owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.
dc.subjectTeacher education
dc.subject.keywordsEducation
dc.subject.keywordsClassroom research
dc.subject.keywordsEnactivism
dc.subject.keywordsFeedback
dc.subject.keywordsPeer feedback
dc.subject.keywordsMathematics
dc.subject.keywordsDemocratic education
dc.subject.keywordsTeacher researcher
dc.subject.keywordsClassroom practices
dc.subject.keywordsEffectiveness
dc.subject.keywordsCo-construction
dc.subject.keywordsStudents as partners
dc.subject.keywordsModels of feedback
dc.subject.keywordsEnactivist methodology
dc.subject.keywordsEnaction
dc.subject.keywordsEmbodied action
dc.subject.keywordsProcess
dc.subject.keywordsNarrative
dc.subject.keywordsLinguistic coupling
dc.subject.keywordsCo-evolution
dc.subject.keywordsCo-adaptation
dc.subject.keywordsRelationships
dc.subject.keywordsTransformation
dc.subject.keywordsEffective relationships
dc.subject.keywordsAction
dc.subject.keywordsReflection
dc.subject.keywordsTeacher education
dc.subject.keywordsClassroom climate
dc.subject.keywordsEthics
dc.subject.keywordsElementary mathematics
dc.subject.keywordsMathematics teaching
dc.subject.keywordsProblem solving
dc.subject.keywordsConversations
dc.subject.keywordsInteraction
dc.subject.keywordsDiscussion
dc.subject.keywordsMathematical thinking
dc.subject.keywordsAwareness
dc.subject.keywordsStructural coupling
dc.subject.keywordsBringing forth
dc.titleCo-constructing Peer Feedback Practices in an Elementary School Mathematics Classroom: An Enactivist Perspective
dc.typeElectronic Thesis or Dissertation

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