This document brings into a dialogue some of the theoretical frameworks used to study affect in mathematics education. It presents affect as a representational system, affect as one regulator of the dynamic self, affect in a socio-constructivist framework, and affect as embodied. It also evaluates these frameworks from different perspectives: mathematical thinking, students with special needs, and methodology. Theoretical frameworks in this forum include: (1) Characteristics of Affect as a System of Representation (Gerald A. Goldin); (2) A Dynamic Viewpoint: Affect in the Functioning of Self-System Processes (Marja-Liisa Malmivuori); (3) A Socio-Constructivist Perspective on the Study of Affect in Mathematics Education (Peter Op 't Eynde); and (4) Emotional Orientations and Somatic Markers: Implications for Mathematics Education (Laurinda Brown and David A. Reid). Evaluative perspectives in this forum include: (1) Mathematical Thinking, Values and Theoretical Framework (Shlomo Vinner); (2) Special Students Feeling Mathematics (Melissa Rodd); and (3) Methodological Questions in Researching Affect (Jeff Evans). [For complete proceedings, see ED489178.]