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Optou-se por uma meta-an\u00e1lise de natureza qualitativa de 18 estudos portugueses em Educa\u00e7\u00e3o Matem\u00e1tica que consideraram o feedback como pelo menos um dos objetos do estudo, e cujo contexto foi a sala de aula de Matem\u00e1tica. Os resultados obtidos permitiram construir um modelo concetual da efic\u00e1cia do feedback constitu\u00eddo por quatro componentes se interrelacionam entre si: as caracter\u00edsticas do feedback, vari\u00e1veis decorrentes dos alunos, vari\u00e1veis do contexto e desafios para o professor.<\/jats:p>","DOI":"10.33532\/revemop.e202210","type":"journal-article","created":{"date-parts":[[2022,4,19]],"date-time":"2022-04-19T23:02:53Z","timestamp":1650409373000},"page":"e202210","source":"Crossref","is-referenced-by-count":2,"title":["O feedback como uma poderosa ferramenta para a aprendizagem matem\u00e1tica: uma meta-an\u00e1lise de estudos portugueses"],"prefix":"10.33532","volume":"4","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1283-032X","authenticated-orcid":false,"given":"Leonor","family":"Santos","sequence":"first","affiliation":[]}],"member":"19206","published-online":{"date-parts":[[2022,4,19]]},"reference":[{"key":"27634","doi-asserted-by":"crossref","unstructured":"BANGERT-DROWNS, Robert; KULICK, James; KULIK, Chen-Lin. 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