The following study explores the emotions present in children of early childhood education when solving problems of sharing, relying on the use of the conceptual metaphor as a tool that allows to glimpse the construction and understanding of two important aspects in the mathematics classroom: 1. the mathematical meanings, associated to the sharing of objects and 2. the emotions towards mathematics, which are born from the experience of solving problems and are exposed from expressions and actions. This work is inscribed in a qualitative methodology of phenomenological type consisting of an experience of 12 chil-dren in the mathematics classroom in which, although they manage to solve the problems in a suitable way and develop correct mathematical notions about partitioning, they present an affective obstacle in the process of apprehension of this mathematical construct as they can trigger inadequate attitudes, emotions and/or beliefs in the solution of problems due to a bad experience; It is also evident that the role of the teacher is important as a guide in the interaction for the redirection of the messages that are presented towards the resolution of problems in the classroom.