| Sumario: | In mathematics education, increased attention is being paid to affective processes and how they relate to cognitive processes. In addition, emotional education is increasingly present in the education curricula of many countries to achieve an integral learning. Seeking to integrate these two areas, we ask prospective teachers to identify the emotions they feel when solving a mathematics problem. From the valence, the name and the concrete situation of the mathematical task that has led them to feel this emotion, reflection and emotional identification take place. Based on the valence, we grouped the results into four different profiles and the main emotions identified. The study has allowed us to analyse the type of emotions that prospective teachers feel when solving a mathematical problem, as well as the vocabulary and emotional knowledge to manage these emotional processes in the classroom. Prospective teachers' inability to adequately name or describe their emotions will have an impact on their emotional well-being now and in the future as teachers.
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