Aline ZghayyarLiterature ReviewThere is growing recognition that affective factors play a critical role in the teaching and learning of mathematics. Numerous researchers have studied the relationship between the affective and cognitive domains. Maker (1982) emphasized the importance of this relationship: It is impossible to separate the cognitive from the affective domain in any activity…The most important thing is that there is a cognitive component for every affective object and an affective component for every cognitive goal. (p.30-31). In general, attitudes, beliefs and emotions are the main descriptors of the affective domain in mathematics teaching (McLeod, 1992), while knowledge and thinking are considered descriptors of the content and process of the human mind (Brown & Borko, 1992) . Rather than attempting to explore all components of the affective domains in relation to the cognitive domain, mathematics teachers have traditionally considered the relationship between attitude towards mathematics (ATM) and mathematics achievement as their primary concern. Although there appears to be common agreement among researchers that an individual's disposition toward mathematics is a key factor in influencing mathematics achievement, there is some uncertainty about the nature of this relationship. Researchers also differ regarding the factors involved and the methods of measuring and accounting for those factors. These factors include gender, attitude, ability, previous achievements, enabling skills and environmental context (Hemmings, 2009). Indeed, Helmke (1989) states: The state of research regarding the impact of affective variables on academic performance is characterized by confusion: positions vary from t...... middle of the paper ...... student performance (Farrington, 2012). Similarly, the National Science Foundation (NSF, 1993) further explained in Science & Engineering Indicators that students' attitudes toward mathematics—and their understanding of the subject's relevance to their future aspirations—influence enthusiasm of students to study mathematics and help determine whether they will continue with more advanced studies in these fields. Although there is some uncertainty about the nature and order of the relationship between mathematical aptitude and achievement, it is clear that noncognitive and affective skills, such as aptitude, influence students' achievement of the subject. Accordingly, the present will focus on clarifying the relationship by asking students not only to discover their attitudes towards the level of mathematics, but also to reflect on them and their achievements in mathematics.