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Goals, Appraisals, and Emotions: The Prevalence of Blended Emotions in Elementary Mathematics Teaching

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Research on teachers’ emotions has steadily increased over the last few decades; however, research on emotions specifically related to the act of teaching has been limited. In particular, questions about the kinds of emotions, and whether these emotions are discrete or dimensional, single or blended have mainly gone unanswered. In this study we address this gap by describing teachers' emotions concerning their mathematics teaching, specifically examining the complexity of emotional occurrences – whether singular or blended. We observed that teachers felt positive and negative emotions related to teaching mathematics. The predominant experience was the cooccurrence of multiple emotions, referred to as blended emotions. These findings underscore the complex and multifaceted nature of teaching where teachers are continuously attending to multiple goals.