We explore the role of corporeality, affect, and metaphoring in problem-solving. Our experimental research background includes average and gifted Chilean high school students, juvenile offenders, prospective teachers, and mathematicians, tackling problems in a workshop setting. We report on observed dramatic changes in attitude toward mathematics triggered by group working for long enough periods on problem-solving, and we describe ways in which (possibly unconscious) metaphoring determines how efficiently and creatively you tackle a problem. We argue that systematic and conscious use of metaphoring may significantly improve performance in problem-solving. The effect of the facilitator ignoring the solution of the problem being tackled is also discussed.