In fact, my attitude towards mathematics is very complicated, from indifference at first to indifference later, and even a little interested recently. But sometimes I feel disgusted and distressed, and I always feel as if I have no talent for learning mathematics.

However, according to the summary of my years of learning experience, learning a subject not only depends on our subjective likes and dislikes, but also needs our scientific and rational attitude and flexible strategies as support. In addition, we have to fight against the inner "dislike" of mathematics from time to time.

Of course, these psychological activities are only based on whether we study mathematics or not, but whether we love mathematics too much or have a low perception of mathematics (so-called talent). If you give up mathematics directly, these explanations are obviously useless at all.

When we do something, the first consideration is often what benefits it has for us, or what value it has for us. These benefits may be material satisfaction or emotional satisfaction.

But generally speaking, it is often determined by our needs. The demand theory, Maslow's hierarchy of needs theory or Herzberg's two-factor theory are all elaborated in detail, so I won't go into details.

All of the above are the process of questioning and capturing the meaning of a certain time at the cognitive level. Of course, if doing these things can meet our needs, or we think it can bring us benefits, we can clearly understand the significance of doing so.

Invisible, natural, our enthusiasm for doing this thing will be quite high, otherwise it will be very low, and how much benefit this thing brings us and the degree of meaning cognition determines our enthusiasm. Similarly, we also follow this principle when learning a subject.