Fear of mathematics is a widespread emotion that has many negative consequences in students: it is a possible factor of local failure (since it prevents the best use of one’s competence and knowledge) but also a possible factor of global failure (since it might lead to students giving up any engagement with mathematics). Investigating the cognitive origin of this emotion is fundamental to prevent it and to overcome its negative consequences. In this study we try to understand this origin giving voice to the students, analysing students’ narratives about their relationship with mathematics
