Based on the premise that learning, in order to be significant, should draw resources from the cognitive, affective and social areas, this study explores the relations between these aspects in the context of learning school mathematics, specifically, the attitude held by the student towards this discipline. Niney-four students in the third, fifth and sixth series of a private school in Campinas (SP) took part in the study. They responded to a scale of attitudes in relation to mathematics, which was specially developed for this study, based on three other existing scales. The above-mentioned instrument, which was multidimensional, sought to explore, specifically, the beliefs relating to characteristics and usefulness regarding mathematics and the emotion of the student – interest and liking for mathematics, tendency to become anxious, or feelings of inability when working with this discipline. The attitudes observed in the group were predominantly positive, particularly among the younger students, who showed more confidence and motivation towards mathematical learning The attitudes became more negative as the students advanced in the school years The importance of the school institution is emphasized in the construction of positive attitudes throughout the school life, not only through informative resources, but also by seeking to promote positive personal experiences of mathematics – i.e., by reaching the emotional sphere.