Feedback as a powerful tool for mathematical learning: a meta-analysis of Portuguese studies
The study aimed to contribute to an in-depth understanding of the variables that can determine the efficacy of feedback for mathematical learning. We opted for a qualitative meta-analysis of 18 Portuguese studies in Mathematics Education that considered feedback as at least one of the objects of the...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | portugués |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/5276 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/5276 |
| Access Level: | acceso abierto |
| Palabra clave: | Mathematics learning Formative assessment Feedback Feedback’ efficacy Mathematics classroom Aprendizaje matemático Evaluación formativa Retroalimentación Eficacia de la retroalimentación Aula de matemáticas Aprendizagem matemática Avaliação formativa Eficácia do feedback Sala de aula de Matemática |
| Sumario: | The study aimed to contribute to an in-depth understanding of the variables that can determine the efficacy of feedback for mathematical learning. We opted for a qualitative meta-analysis of 18 Portuguese studies in Mathematics Education that considered feedback as at least one of the objects of the study, and whose context was the Mathematics classroom. The results obtained allowed the construction of a conceptual model of the efficacy of feedback consisting of four interrelated components: the characteristics of the feedback, variables related with the students, variables of the context and challenges for the teacher. |
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