The aim of the study is to provide a comprehensive picture of the relationship between mathematical attitudes, mathematical anxiety and performance, their development and the possibilities for changing them by outlining and critically analyzing the relevant literature and theoretical frameworks. Attitudes related to mathematics, such as interest, self-efficacy, perceived usefulness and anxiety, play a decisive role in student performance, school participation and career choices. Our study examines the development of mathematical attitudes and the possibilities for their development by taking into account international research results and the specificities of the Hungarian public education environment. We review the relationship between mathematical anxiety and performance, as well as the motivational and affective theories that interpret the formation of students' attitudes towards mathematics. In addition, we focus on areas of development such as autonomy and competence support, formative assessment, interventions to help with emotion regulation, as well as teachers' professional learning and institutional implementation. We use classic models of change management (Lewin, Kotter, Guskey) as an analytical framework to help embed educational innovations. We conclude that lasting improvement in mathematical attitudes can only be achieved through coordinated, evidence-based development of individual, interactional and systemic factors. The paper provides an overview of the limitations of the model, reveals hidden mechanisms of action, and proposes a methodological framework for future research.