Little is known about discrete emotions experienced by mathematics teachers beyond mathematics anxiety in elementary school. In order to fill this gap, the aim of this research is to identify emotions, and their triggering situations, experienced by secondary school Mexican mathematics teachers inside and outside of the classroom. This research considered 180 written narratives of emotional experiences (positives and negatives) of 18 secondary school in-service Mexican mathematics teachers. We use the cognitive theory of emotions to identify emotions and we carry out a thematic analysis to identify the situations that trigger emotions. Results show nine positive and seven negative emotions unleashed by 28 triggering situations; the results are consistent with the research literature on teachers’ emotions that highlights that the main sources of teachers emotions are behaviour, motivation and academic achievement of their students. Their academic achievement and learning triggers happy-for, appreciation, pride and gratitude and their lack of engagement and motivation triggers disappointment, reproach and anger.

除了小学阶段的数学焦虑以外，数学老师所经历的离散情感知之甚少。为了填补这一空白，本研究的目的是确定教室内外的墨西哥中学数学老师所经历的情绪及其触发情况。这项研究考虑了18位墨西哥在职中学数学教师的180种情感经历的书面叙述（正面和负面）。我们使用情绪的认知理论来识别情绪，并进行主题分析以识别触发情绪的情况。结果显示28种触发情况释放出9种正面和7种负面情绪；结果与有关教师情绪的研究文献一致，该文献强调教师情绪的主要来源是学生的行为，动机和学业成就。他们的学业成就和学习触发快乐，欣赏，自豪和感激，而缺乏参与和动力则引发失望，责备和愤怒。