I liked it when I was a child and in early primary school. I began to dislike it in high school, particularly during differentiation when my math teacher was unable to explain the difference between d/dx and dy/dx and when I pressed her told me "this is how it's written in the book and I don't know what the difference is or even if there is a difference..." How am I supposed to learn when my teacher can't explain it? And why should I "just accept" anything? I wanted to KNOW ....

We were also taught a lot of ridiculously outdated stuff like using log tables (Yes, we had little books and learned to calculate logs by looking them up in the book and adjusting) and other things. We also learnt surds; I thought this was ridiculous in the era of the calculator. (I have since discovered that some professions still use them even in 2015 but for most of us it was a waste of time that could have been better spent on other topics.)

We learnt way too much geometry and trig and calculus and statistics yet skipped some of the most interesting and modern parts of math. By the time I was 18 I still kind of liked math, but I didn't like math at school.

In my 20's when computers started to arrive on the scene (in the 80's) I became interested again and discovered fractals, terrain generation, AI, boolean algebra, matrices, 3d math, collision detection etc all the stuff you need for writing a game. it was fascinating. These days I'm still learning new things; when I need something new (For example quaternions) I get on the web, research, and learn. So my mathematical knowledge is still developing even in my 50's.

So computers were responsible for a personal mathematical renaissance for me.