Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.

对于许多小学生而言，学习数学具有挑战性，教师必须了解学生特定于学习数学的学习和情感过程。基于控制值理论的当前研究集中在与数学有关的成就情感上。研究了小学生（N = 71），其主要目的是检查三年级三年级学生成就情感的纵向轨迹。每半年对葡萄牙小学生成就情感问卷进行一次评估，以评估他们对数学的享受，焦虑和无聊。结果表明，随着时间的流逝，愉悦感减少而无聊感增加，揭示出三种情绪特征：积极，消极和中度。积极的个人资料显示数学成绩最高。个人资料成员资格较为稳定，并且变得越来越稳定和结构化。在检查学生情绪状况和过程的复杂性时，强调了理解他们以增强教育支持，发展和学习的重要性。