The relationship between educational members is key to the development of the teaching-learning process. Therefore, the present study aims to investigate the teacher-student relationship and its impact on achievement in the area of mathematics through models and focus groups. The study was based on a sequential exploratory mixed design, with a predominance of the quantitative approach. The sample consisted of 173 centers, 12 teachers and 5664 students. The main results reveal that the relationship positively conditions performance in the area at both the individual and center levels. However, the relationships maintained in the classroom should be strengthened based on values education, motivation, communication, parental support and a modification of the teaching role. We recommend some strategies of coexistence that can be included in the classrooms and educational centers of Ecuador.