TRAINING MATHEMATICS TEACHERS: THE ROLE OF THE PSYCHOLOGY OF AFFECT AND PLAY IN THE TEACHING-LEARNING PROCESS

Abstract

This paper addresses the importance of integrating playful strategies and the affective aspect in the teaching of Mathematics, aiming to promote a more welcoming and stimulating learning environment. Specifically, it highlights the need for teacher training that goes beyond mere transmission of knowledge, encompassing solid pedagogical skills and an understanding of learning theories. The methodology employed is based on a narrative literature review, which involves analyzing research demonstrating the effectiveness of using games, playful activities, and strategies grounded in affective psychology. These approaches aim to enhance student motivation, engagement, and emotional well-being. Additionally, the paper emphasizes the ongoing importance of teacher training, enabling educators to stay updated on teaching trends and methodologies. Furthermore, the paper underscores that by creating an emotionally safe and motivating classroom environment, teachers can positively influence the learning process and contribute to the holistic development of students. Ultimately, the training of Mathematics teachers not only impacts the quality of education but also contributes to the development of a more competent society capable of addressing contemporary mathematical challenges.