This research refers to the analysis of the use of didactic resources in the teachinglearning process in the teaching of Mathematics for students of the 8th and 9th year of elementary school and aims to analyze how the teacher uses didactic resources in Mathematics classes of the 8th and 9th year of elementary school, as well as its importance and contribution to the teaching-learning process. The methodology used in this work is linked to a descriptive qualitative approach, composed of two stages, namely: bibliographic research and field research. Data collection took place through observation, document analysis, interviews and application of questionnaires with the pedagogical coordinator, the teacher and the students. The research allowed us to experience how the teacher makes use of these didactic resources in Mathematics classes, as instruments that facilitate the teacher-student-learning relationship, making the learning process more natural and less stressful for the people involved. Therefore, the use of such resources is a way to bring students closer to the social context where they live, which can provide greater interest and greater absorption of mathematical knowledge in a less content-oriented way in Mathematics classes, considering that these moments of learning they should not be monotonous but rather attractive to the student, thus being able to generate in them a greater desire to learn mathematics with the help of the teacher.
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