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Researcher Gerald A. Goldin presents a trajectory in mathematics education dating back to the early 1970s. His works position him as an influential researcher, contributing to investigations in regard to systems of representation and affect related to the teaching and learning of mathematics. Our primary interest in having a dialogue with Goldin was to record his considerations about the Affective Domain, with an emphasis on meta-affect, as well as to gather his views on current and future directions for research in the field.
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Comelli et al. (2019) studied this question.
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