Attitudes are central to the affective domain in mathematics. However, we still have a long way to go to reach a clear consensus on the characterization of such construct and its operationalization, as there are a wide variety of intertwined approaches depending on the theoretical framework that accompanies each of them. In this article, we explore the idea of incorporating ethics as part of a new characterization of attitude in problem solving contexts by means of an instrumental case study consisting of a key informant 10th grade student. Data were collected via classroom observations, questionnaires, semi-structured interviews and written productions. Results were analyzed using the lens of Aristotelian Ethics and the Theory of Creative Intelligence and show how happiness, responsibility and strength are key concepts that help to describe and understand the way the student behaves when solving mathematical problems. We conclude that besides the traditional attention paid to attitudes towards math, it is worth directing our attention towards attitudes influenced by ethics and personal affect as a whole.
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