The main driving activity is the game. If we are talking about children. Do not do lessons with him out of hand) Play with him in solving the main problem of the world ... How much milk is needed to survive for tribe A, when tribe B has already eaten a bit and is going get into the warehouse to A. You're kidding, don't push. We for example invents through a fairy tale.
I don't even know. Personally, in my experience and the experience of my friends, there were teachers who were always disaffected, yelling at the students. But in Russian, literature, geography - no. In mathematics and geometry, yes. In fact, a lot depends on the teacher.
I'll tell you my story.
At school I hated algebra. I sat there trying to understand, but in vain. "What nonsense is written here?" I thought, looking at the equations. My grades for quarters and a year in algebra and geometry were consistently from 2 to 3.
But my mother decided to hire me a tutor, a teacher from my school who was retired from illness. And lo and behold! She told and explained in such a way that topics that were previously completely incomprehensible to me, which the school mathematics teacher could not explain in additional classes, suddenly became extremely clear. Estimates went uphill. Alas, six months later, the disease did its job and the teacher died, but we never found another one like that.
Because in schools it is disgusting to teach. In general, everyone in school teaches disgustingly, this can be seen in how people go to extremes, marginalize some sciences and idolize others, instead of knowing which tool when to use.
Basically, love or lack of love for mathematics depends on the level of rationalization of a person, even in views on ordinary issues or love for order around. Mathematics itself is incredibly rigorous and the only rigorous science, truly rigorous (although modern mathematics is not quite the same in some places, but this is a different story), and if you rise into it to a level slightly higher than school, then it will tell you that real logic is very different from the logic that our brain represents (I'm talking about statistics here). Mathematics often becomes interesting to people who like everything to be in its place, so that there is some certainty, there is logic and unambiguity, and so on, and this is already out of society and the environment of the child. Probably it will come out to instill a love for mathematics in a child in the future, from childhood teaching him to put toys in order, to try to establish everywhere some dependencies that he will be interested in finding or he will create them himself. Personally, for example, while studying at the Faculty of Physics of Moscow State University, where the main subjects are different sections of mathematics, while studying it, I became much more rational in ordinary views of the world, began to think more about cause-and-effect relationships, and so on, that is, there is a road to two sides are possible.
The author, of course, speaks for all children from his own experience.
As far as I can remember, half of them always liked mathematics, and half liked humanitarian subjects. Well, conditionally. There was still a small part of the children who did not like everything together.
I can only assume that if other sciences somehow found practical application (here, at the moment or in the future), then the abundance of cosines, logarithms and other mathematical wisdom is not particularly .. Only the simplest things. Although the brain and logic develops quite nothing for itself)