Logarithms, pivotal in advanced mathematics and real-world applications, often present challenges to students who resort to rote memorization without grasping their essence. While the emotional dimensions of learning mathematics are increasingly recognized, research in this area remains limited. This dissertation addresses this gap by examining a unique instructional approach that integrates scenario-based learning with the historical context of mathematics. Despite the educational value of historical narratives and perspectives, few studies explore their efficacy in logarithmic domains. Drawing on theoretical perspectives such as embodied cognition, affective pedagogy, and Historically Responsive Literacy, this dissertation study investigated the influence of a scenario-based history-infused logarithm program in enhancing students' perceptions, emotions, and understanding. Employing Design-Based Implementation Research, the study iteratively optimized the program through two iterations of development and testing cycles. Initiated in Spring 2018 and replicated in Summer 2023, the study encompassed three phases: program design, implementation, and evaluation. The initial iteration introduced an introductory history-infused logarithm program, while the current study refined this approach across nine lessons, actively incorporating various historical resources and perspectives with scenario-based approaches. The program's feasibility was assessed through students' learning experiences, perceptions, and use of models and gestures, evaluated via pre- and post-assessment data and follow-up interviews. Fifteen students from grades 11 and 12 participated in Precalculus classes in the study, representing diverse demographics. Data collection methods included pre-and post-assessments, video-recorded follow-up interviews, and student projects. Employing a mixed-method design, the study explored the program's impact on student emotions, attitudes, and multimodal expressions of understanding of logarithms. Quantitative analysis reveals significant improvements in performance, while qualitative exploration identifies emerging themes in student comprehension and emotional engagement. The findings indicate enhanced proficiency in logarithmic concepts and application, though errors persist in technical and conceptual domains. Notably, the study revealed the intricate relationship between historical context, instructional methods, and student emotions in mathematics education, suggesting avenues for tailored approaches to logarithmic instruction and future research. Results reveal enriched understanding of logarithms in a historical context and contemporary utility in real-world applications. The integration of scenario-based historical context facilitated increased comfort, confidence, and positivity towards logarithms and mathematics overall. The findings suggest that the scenario-based history-infused logarithm program had a positive impact on students' perceptions and understanding of logarithms. Although improvements in performance and attitudes were noted among many students, further refinement of instructional strategies may be necessary to enhance overall comprehension and methods. Additionally, individual differences in learning styles underscored the importance of tailored approaches to teaching logarithmic concepts effectively. Further research could explore alternative instructional methods and their effects on students' mathematical understanding and attitudes. The findings of this study also highlight the importance of fostering a positive learning environment that enhances students' cognitive and emotional engagement and understanding in mathematics education. Further exploration is warranted to discern long-term effects across diverse student cohorts and refine instructional strategies to address misconceptions and accommodate varied learning styles. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]