Learning in maths is complex because it is a process that involves cognition and the affective domain. Indeed, learners experience many emotions during maths, both positive and negative, which influences their learning. In addition, the learner can believe that one’s capacity to do maths is static and cannot be changed. All these aspects are linked to mathematical learning outcomes. This small-scale inquiry investigated 11 Year 3 and Year 4 girls’ beliefs and attitudes towards maths and their maths learning. Findings showed that these girls held a range of beliefs and attitudes, and experienced a range of emotions during maths learning. Their responses also showed a range of beliefs about the malleability of their mathematical capacity. Strategies for engendering more positive emotions about maths are identified.
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