Mathematics anxiety is characterized by a specific set of unpleasant physiological reactions, such as cognitive and behavioral responses to simple or complex mathematical stimuli that require the use of mathematical skills. Mathematics anxiety is more appropriately described as unpleasant behavioral (escape ando avoidance), cognitive (rules and self-deprecating) and physiological reaction patterns to situations involving the application of some mathematical knowledge. Mathematical anxiety has been shown to interfere with the performance of mathematical tasks, both for students and teachers. Thus, the present research aimed to carry out a systematic review of empirical articles on mathematics anxiety in teachers who teach mathematics, published between 2011 and 2021. The contents addressed in the 6 studies included are related to teacher mathematics anxiety. The results indicate a greater tendency for beginning teachers to have mathematical anxiety. These data suggest the importance of managing anxiety in teachers who are starting to teach mathematics.