The 'attitude' construct is a basic one in the field of affect, but the words 'negative attitude toward mathematics' are widely used by both practitioners and researchers in many other different contexts. Often, however, the diagnosis 'negative attitude' is a sort of a black box, i.e. a final and obscure causal attribution of a student’s failure, rather than an accurate interpretation of his/her behavior, capable of steering future action.

'Opening' this black box, in order to make the 'negative attitude' construct a useful instrument for both practitioners and researchers, means to clarify it from a theoretical viewpoint , while keeping in touch with the practice that motivates its use. With this aim, several studies have been carried out within an Italian Project: in particular, a longitudinal study (from 1st grade to 13th grade), has investigated on how students themselves narrate their own story with mathematics.

Data from this study suggested a 'grounded theory' for attitude toward mathematics, to be described through different dimensions. This multidimensionality leads to overcome the positive / negative dichotomy, in favour of a specific outline of different profiles of 'negative attitude'.