The purpose of this article is to identify socio-affective competencies linked to teamwork that are mobilized in the resolution of problem situations in the Mathematics curriculum. The study was conducted using a qualitative case study approach. The participants were 22 high school students from a public school in southern Brazil. Data were collected through the following instruments: the Competency Wheel, a socio-affective competencies questionnaire, a written teamwork report, and the teacher’s logbook. The results indicate that the socio-affective competencies openness to new experiences and empathy emerged in most teams. In addition, affective bonds and affinity were the main criteria influencing the selection of team members.

The purpose of this article is to identify socio-affective competencies linked to teamwork that are mobilized in the resolution of problem situations in the Mathematics curriculum. The study was conducted using a qualitative case study approach. The participants were 22 high school students from a public school in southern Brazil. Data were collected through the following instruments: the Competency Wheel, a socio-affective competencies questionnaire, a written teamwork report, and the teacher’s logbook. The results indicate that the socio-affective competencies openness to new experiences and empathy emerged in most teams. In addition, affective bonds and affinity were the main criteria influencing the selection of team members.