As students progress through their secondary school mathematics education they learn many things about the subject, but it seems as if some of these things are unintentional and potentially damaging. These things include beliefs about the nature of mathematics and themselves as mathematics learners, attitudes towards mathematics and emotions about engaging in mathematical activity. The result appears to be that many individuals actually hate mathematics and do their best to avoid it, and ironically they have developed these views in the very classrooms that are meant to be promoting and encouraging the subject. This is an important issue that needs urgent attention if the best practice in teaching and learning mathematics is to be effectual in developing students with a sound mathematical epistemology and an appreciation for the valuable place mathematics can have in their lives