GÓMEZ-CHACÓN, I. M. Affective pathways and interactive visualization in the context of technological and professional mathematical knowledge. NOMAD Nordic Studies in Mathematics Education, [S. l.], v. 17, n. 3-4, p. 57–74, 2012. DOI: 10.7146/nomad.v17i3-4.148474. Disponível em: https://tidsskrift.dk/NOMAD/article/view/148474. Acesso em: 8 jan. 2025.