We present here an integrative proposal allowing to interpret the different systems of the affective domain and its relationship with understanding when performing mathematical activity. A conceptualisation of the affective domain is advanced based on the emotional system, which serves as a central point of reference, and a functional perspective of understanding relating to the uses given to mathematical knowledge. We also provide a specific interpretive method and exemplify it with a practical case of a preservice elementary teacher engaged in solving a flat surface measurement task. To conclude, by incorporating affective phenomena into the interpretation, we found complementary reasons that accounted for the student’s mathematical understanding.
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