“Let’s play! Let’s try with numbers!”. Pre-service teachers affective pathways in problem solving.

The paper focuses on the intertwining between affect and cognition in pre-service primary teachers, with the twofold goal of studying teachers' affect when facing problem-solving activities and of exploring paths for teacher professional development. 81 future teachers were proposed problem solving activities with specific "affective documentation" requests. We present here the first results of data analysis, and describe the main affective pathways emerged. Results are then discussed also with respect to methodological issues and to implications for teacher education activities that include the affective factors as relevant variables.