Two major topic areas related to the affective half of prescriptions in mathematics are explored. The first area focuses on stationary or general information about motivation which provides an important backdrop as a prelude to formulating useful individual affective prescriptions. Several observations about stationary motivational variables (based on attribution theory) are noted. It is indicated that achievement motivation in general may not be reflected in a student's intent to achieve in mathematics (or even in various different mathematics experiences) and that teachers should appreciate the power of attributions (such as ability, effort, luck and other people) for success and failure. The second area focuses on the individualization of the affective prescription, examining: (1) anxiety and attitudes toward mathematics; (2) if a student's motivational problem is really a family product; and (3) whether special children are different from others (considering children deficient in primary group family experience, the value defective youngster, group conditions, and temperament and schooling). It is pointed out that an affective component can be added to the usual academic prescription and that responding to individual differences is not just to have tasks which are possible for students at any given point in time, but methods which are appropriate. (JN)