The attitude construct is widely used by teachers and researchers in mathematics education. Often, however, teachers' diagnosis of 'negative attitude' is a causal attribution of students' failure, perceived as global and uncontrollable, rather than an accurate interpretation of students' behaviour, capable of steering future action. In order to make this diagnosis useful for dealing with students' difficulties in mathematics, it is necessary to clarify the construct attitude from a theoretical viewpoint, while keeping in touch with the practice that motivates its use. With this aim, we investigated how students tell their own relationship with mathematics, proposing the essay "Me and maths" to more than 1,600 students (1st to 13th grade). A multidimensional characterisation of a student's attitude towards mathematics emerges from this study. This characterisation and the study of the evolution of attitude have many important consequences for teachers' practice and education. For example, the study shows how the relationship with mathematics is rarely told as stable, even by older students: this result suggests that it is never too late to change students' attitude towards mathematics

Recent research in the field of affect has highlighted the need to theoretically clarify constructs such as beliefs, emotions and attitudes, and to better investigate the relationships among them. As regards the definition of attitude, in a previous study we proposed a characterization of attitude towards mathematics grounded in students' experiences, investigating how students express their own relationship with mathematics. The data collected suggest a three-dimensional model of attitude towards mathematics that includes students' emotional disposition, their vision of mathematics, and their perceived competence. In this paper, we discuss the relationship between beliefs and emotions, investigating the interplay among the three dimensions in the proposed model of attitude, as emerging in the students' essays

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Tertiary transition in mathematics appears to be an insurmountable struggle for many students, including for high achievers in secondary school. The high dropout rates in many Western Countries represent a big issue from an individual and social point of view. It appears particularly significant to analyse this phenomenon in the context of the degree course in Mathematics, studying students' cognitive and affective reactions to the (often unexpected and severe) difficulties encountered in the tertiary transition. With this aim, we developed a narrative study in a specific context in Italy-that involves excellent students from secondary school-to investigate how successful and dropout students describe their experience in transition. Implications for the educational practice are discussed.

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