Our work is based on two premises. The first is that affective factors (beliefs, attitudes,
and emotions) influence teaching and learning mathematics, and problem solving in
particular. The second is that initial teacher education is an important element in the
process of improving overall educational practice. On this basis, our research group has
been working on evaluating the influence of affect in mathematics problem solving for
prospective teachers, and on designing and implementing a program of metacognitive
intervention that integrates cognitive and affective factors. The present communication
describes our research in this line.