This study aims to investigate the emotional dimension of math anxiety among children by exploring the perceptions of value and beliefs about math held by third and fourth-grade teachers at a primary school in Mexico City. These perceptions and beliefs can influence the presence of math anxiety in their students during crucial grades, as they lay the foundation for understanding key math concepts used in later years. Four teachers participated in semi-structured interviews, providing insights into their perspectives on math anxiety. Preliminary findings indicate two prevalent concerns from the teachers' viewpoints: children's lack of motivation to learn math and their belief that math is a difficult subject they cannot grasp. Despite the school's supportive environment, including socioemotional support, economic resources, and math learning facilities, negative attitudes toward math persist. [ABSTRACT FROM AUTHOR]