THE ROLE OF DIDACTICS IN MATHEMATICS CLASSES AMIDST TENSIONS AND CONFLICTS BETWEEN TEACHERS AND STUDENTS

Abstract

The premise is that teaching methods directly influence the quality of interpersonal relationships within the classroom and the teaching-learning process; this is certainly true for mathematics, a subject that often evokes fear and insecurity. This study aimed to analyze the role of teaching methods employed in mathematics classes regarding tensions and conflicts between teachers and students. This work consisted of an exploratory, qualitative literature review, analyzing information from sources such as the Scientific Electronic Library Online (SciELO), the CAPES Journal Portal (national), and Google Scholar (multidisciplinary). Key findings indicate that traditional methodologies—focused exclusively on content transmission—tend to lead to demotivation, resistance, and classroom conflict. Conversely, teaching practices that emphasize dialogue, contextualization, problem-solving, collaborative learning, and the valuing of students' prior knowledge serve as excellent alternatives for minimizing tension, strengthening the teacher-student bond, and fostering greater participation and interest in mathematics classes. Furthermore, pedagogical mediation and a welcoming attitude on the part of the teacher prove essential for preventing and resolving conflicts. The study concludes that teaching methodology is a crucial element in creating a harmonious school environment conducive to learning mathematics. Thus, focusing efforts on teacher training, the implementation of active learning methodologies, and the strengthening of interpersonal relationships offers a promising path toward reducing conflict, improving student performance, and promoting an education that is more inclusive, critical, and meaningful.