PME-NA

1. Create a “New student account.” This creates your profile.
2. Click on “Add PME Conference to Cart”.
3. The early registration fee will be automatically applied until Aug. 18 at the time of checkout.
4. If desired, you can add guest meals.
5. (If you are a graduate student, use the promo code: PMEGRAD".)
6. Complete checkout. 

Register now

Note: A $100 early registration discount will be automatically applied until Aug. 18. The early registration price is $550 and the late registration price starting Aug. 19 is $650. For graduate students, the early registration price is $450 and the late registration price starting Aug. 19 is $550 with promo code "PMEGRAD".

If you need conference registration assistance, email extendedstudies@unr.edu.

A $50 non-refundable administrative fee will be assessed per conference cancellation for participant-initiated refunds. If you need to cancel your enrollment, you must notify Extended Studies at (775) 784-4062 or 1-800-233-8928 by Sept. 18, 2023, to receive a full refund minus the $50 administrative fee. No refunds will be given for cancellation or refund requests received after Sept.18, 2023. 

The PME-NA Steering Committee is pleased to announce the continuation of the PME-NA Conference Registration Scholarship Program to cover the cost of conference registration for approximately 20 attendees. Scholarship recipients will be chosen based on a range of criteria, including the following: academic position, acceptance status of proposals, availability of other travel support and historical representation of their geographic area or institution. The scholarship covers the entire cost of registration for the 2023 PME-NA conference ($550 for faculty and postdocs, and $450 for graduate students), but recipients will be responsible for all other expenses related to attending the conference.

To be considered for a registration scholarship for the 2023 PME-NA conference, please complete the scholarship application below.

Applications must be submitted by May 14, 2023. All applications will be reviewed by the Scholarship Subcommittee of the PME-NA Steering Committee. Applicants will be notified via email about the status of their application by May 21, 2023. If you have questions, please contact the chair of the PME-NA Scholarship Committee, Dr. Ayman Aljarrah, at ayman.aljarrah@acadiau.ca.

Scholarship application

View online program

We are delighted to announce our all-star lineup of plenary speakers.

Sunday, October 1

Motivation and Embodied Cognition

• Mitchell J. Nathan, Ph.D., University of Wisconsin at Madison
• James Middleton, Ph.D., Arizona State University

Monday, October 2

Connecting Math to Real-world Experiences, Culture and Technology

• Lisa Lunney Borden, Ph.D., St. Francis Xavier University, Canada
• Jose Luis Cortina, Ph.D., National Pedagogical University, Mexico City
• Theodore Chao, Ph.D., Ohio State University

Tuesday, October 3

Play Experiences and Math Learning Panel Presentation, "What Do You See in Mathematical Play?" 

• Nathaniel Bryan, Ph.D., Ed.D., University of Texas at Austin
• Melissa Gresalfi, Ph.D., Vanderbilt University 
• Naomi Jessup, Ph.D., Georgia State University
• Amy Parks, Ph.D. Michigan State University
• Tran Templeton, Ed.D., Teachers College Columbia University
• Anita Wager, Ph.D. Vanderbilt University

Preparing Teachers to Engage Students (closing the plenary sessions)

• Robert Berry III, Ph.D., University of Arizona

Sunday, October 1

• 3-8 p.m. | Registration and check-in
• 5-6:15 p.m. | Plenary  
• 6:30-9:30 p.m. | Welcome reception 

Monday, October 2

• 7 a.m.-6 p.m. | Registration open in Ballroom Foyer
• 7-8:30 a.m. | Breakfast 
• 8:30-10 a.m. | Brief research reports
• 10-10:30 a.m. | Coffee break  
• 10:30-11:30 a.m. | Research reports
• 11:30 a.m.-1 p.m. | Lunch, Business meeting
• 1-2 p.m. Plenary
• 2:15-3:30 p.m. | Brief research reports 
• 3:30-4 p.m. | Coffee break 
• 4-5 p.m.  Brief research reports/ Research reports and poster session I
• 5:15-6:20 p.m. | Working groups
• 6:30-8 p.m. | Invitation only graduate student reception 
• Dinner on your own

Tuesday, October 3

• 7-8:30 a.m. | Breakfast: Ballroom (I/II)
• 8-9:15 a.m. | Brief research reports  
• 9:30-10:30 a.m. | Research reports
• 10: 30-11 a.m. | Coffee break 
• 11 a.m.-noon | Working groups 
• Noon-1:45 p.m. | Lunch, networking and mentors
• 2-3 p.m. | Research reports/Brief research reports and poster session II 
• 3-3:20 p.m. | Coffee break 
• 3:30-5 p.m. | Plenary
• 6:30-10 p.m. | Elegant dinner with Dance Party

Wednesday, October 4

• 7-8 a.m. | PME-NA Board Meeting (Steering Committee) 
• 7-8:30 a.m. | Breakfast: Ballroom (I/II)
• 8-9:30 a.m. | Research reports/Brief research reports
• 9:30-10 a.m. | Coffee break  
• 10 a.m.-noon | Working groups with breakout rooms

Our conference theme is Engaging All Learners. Math learning should be a joyful experience for all students. When students are engaged and inspired, they are motivated to learn. Instruction that targets the learning needs and interests of our students makes it possible for students to excel in learning math. At our annual meeting, we will explore how to create conditions to support learning that build on student engagement and interest.

• How can we engage all students to learn math content by building on their interest and motivation to learn?
• How do we design learning environments that take student engagement and learning into account?
• What are the design features of tools and curricula design features considering student engagement and interest for supporting learning?
• How do we support pre-service and in-service teachers to engage students and support learning?
• How do we build partnerships with schools and the community to support student engagement and math learning?
• What research agendas should we pursue to ensure that all students reach their potential by paying attention to engagement and learning needs.

Be inspired, energized, and contribute new and innovative ideas at our annual meeting and be part of a group of International scholars who care about making a difference in the lives of students! 

The proposal formatting templates are available on the All-Academic Page. The templates are located on the left-hand side of the login screen. Click on the submission link to access the All-Academic submission page.

Submit proposals

We invite proposals for Research Reports, Brief Research Reports, Posters, Working Groups, and Research Colloquia.  The proposal deadline has been extended to Feb. 22 at 11:59 p.m. Please note that the due date for posters is the same as for research reports on May 31, 2023, and that the organizing committee does not plan to adjust this deadline. Proposals can be submitted in English, Spanish or French.

Proposals should conform to the following page limits (including figures and tables, but excluding references) and dates:

• Research report, 8-page limit, 10-line abstract
• Brief research report, 4-page limit, 10-line abstract
• Poster, 1-page limit, no abstract
• Working group, 2-page limit, 15-line abstract
• Research colloquia, 2-page limit, 15-line abstract

The North American chapter of the International Group for the Psychology of Mathematics Education (PME-NA) invites you to join us at PME-NA 45 in Reno, Nevada, Oct 1-4, 2023.

Our conference theme is Engaging All Learners. Math learning should be a joyful experience for all students. When students are engaged and inspired, they are motivated to learn. Instruction that targets the learning needs and interests of our students makes it possible for students to excel in learning math.

At our annual meeting, we will explore how to create conditions to support learning that build on student engagement and interest, such as:

• How can we engage all students to learn math content by building on their interest and motivation to learn?
• How do we design learning environments that take student engagement and learning into account?
• What are the design features of tools and curricula design features considering student engagement and interest in supporting learning?
• How do we support pre-service and in-service teachers to engage students and support learning?
• How do we build partnerships with schools and the community to support student engagement and math learning?
• What research agendas should we pursue to ensure that all students reach their potential by paying attention to engagement and learning needs?

Research reports

Research reports are intended for reporting on complete research of the highest caliber. The papers can be empirical or theoretical.

The paper should discuss the following items (as applicable; in the case of a theoretical/conceptual paper, these can be different):

• Objectives or purposes of the study (including research questions);
• Perspective(s) or theoretical framework.
• Methods or modes of inquiry (including participants, contexts, data collection and analysis, etc.);
• Results; and
• Discussion and/or conclusions.

Authors of research reports should submit a maximum of 8-page paper (including figures, tables, and a 10-line abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Brief research reports

Brief research reports are intended for reporting on research that is in process or of a preliminary nature, such as sharing preliminary results from a larger research study or reporting initial findings from a study that has not been completely analyzed.

Brief research reports should address the same items as research reports, at least as appropriate:

1. Objectives or purposes of the study (including research questions).
2. Perspective(s) or theoretical framework.
3. Methods or modes of inquiry (including participants, contexts, data collection and analysis, etc.);
4. Results; and
5. Discussion and/or conclusions.

Authors of Brief research reports should submit a maximum of a 4-page paper (including figures, tables, and a 10-line abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Posters

Poster sessions are designed to encourage the exchange of ideas. A Poster Presentation is a visual display depicting a research project, developed software, curricular innovation, educational program, or another item of interest to members of PME-NA.

Posters should include (as appropriate):

1. Objectives and purposes of the study, project, or innovation (such as research questions);
2. Perspective(s) or theoretical framework;
3. Methods or modes of inquiry or design (such as participants, contexts, data collection, and analysis, etc.); and
4. A summary of results and their implications.

Authors of Posters should submit a maximum 1-page summary of their poster (including figures, tables, and no abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Working groups

A working group focuses on an emerging or new research topic of substantial interest within the PME-NA community. Has a clear goal and a strategy to reach this goal in collaboration with the participants; includes structural opportunities for contributions by the participants to reach the goal; involves only a minimum of planned presentations to stimulate the specific collaboration or exchange.is provided by at least two researchers who are actively working on the research topic; covers three slots of 90 minutes each: and is represented via a 2-page proposal in the conference proceedings (with additional pages for references).

Working groups are subject to review to ensure the fit to the goals of PME-NA as an organization. Note: As of 2020, the PME-NA Steering Committee voted to reduce the number of pages for Working Group proposals to two pages only. A subcommittee of the Steering Committee will evaluate proposals to ensure a diversity of ideas being shared. As of 2021, the PME-NA Steering Committee voted to require returning working groups to submit a report that discusses what transpired within your Working Group for the three days in the previous conference, and the theoretical underpinnings of your work. This report may also include the work that your group has planned for the year between conferences. The report must be submitted with the proposal for the current conference through All-Academic. The proposal for 2023 will not be considered without the report. This report will be published in the proceedings of the current conference.

Proposals must include (max two pages):

1. The topic, title, goal, and strategy to reach the goal of the working group;
2. The names of all researchers contributing (minimum of 2);
3. The name of the coordinator (corresponding researcher);
4. An outline of the theoretical background of the research topic;
5. An explicit statement of how the participants are expected to collaborate and/or exchange in the working group;
6. An explicit statement if the working group is a new initiative or a follow-up on previous PME-NA activities, as well as an indication of tentative follow-up activities at future PME-NA conferences (such as further WGs or colloquia);
7. A detailed description of the proposed organization of the WG, including thematic structuring, time structuring for three slots of 90 minutes each, as well as descriptions of planned presentations and participants’ exchange/collaboration activities; and
8. A maximum of 100-word description (not to be included in the two pages) for the conference program. Please insert this description after the reference section.

Reports must include (8 pages):

1. History of the work group;
2. Progress made both during and in between the conference;
3. Actions that were taken to include participants; and
4. Questions to address in the future.

Working groups that have been meeting for multiple years, and who are able to share what they have been working on, are invited to submit a proposal for a Research Colloquium instead.

Research colloquia

A Research Colloquium: focuses on a research topic of substantial interest within the PME-NA community that has been developed during multiple previous PME-NA (or PME) working groups.

Research colloquia:

• Involves longer planned presentations to share what has been done in previous meetings within the group.
• Is provided by at least two researchers who are actively working on the research topic.
• Should include time at the end of each session for participants to share their thoughts and ideas or ask questions about the work that has been created (it is recommended that the organizers consider sharing areas that would allow for some exchange of ideas, but this is not the focus of the colloquia).
• Covers three slots of 90 minutes each: and is represented via a two-page proposal in the conference proceedings (with additional pages for references).

Research Colloquia are subject to review in order to ensure the fit to the goals of PME-NA as an organization. Note: As of 2020, the PME-NA Steering Committee introduced this new session type, and limited proposal length to a maximum of two pages. A subcommittee of the Steering Committee will evaluate proposals to ensure a diversity of ideas being shared. As of 2021, the PME-NA Steering Committee voted to require returning Colloquia to submit a report that discusses what transpired within your Colloquia for the three days in the previous conference, and the theoretical underpinnings of your work. This report may also include the work that your group has planned for the year between conferences. The report must be submitted with the proposal for the current conference through All-Academic. The proposal for 2023 will not be considered without the report. This report will be published in the proceedings of the current conference.

Proposals must include:

1. The topic and title;
2. The names of all researchers contributing (minimum of 2);
3. The name of the coordinator (corresponding researcher);
4. An outline of the theoretical background of the research topic;
5. An explicit statement of the history of the working group;
6. An explicit statement of areas that will be open for discussion with participants to allow for an exchange of ideas;
7. A detailed description of the proposed organization of the colloquia, including thematic structuring, time structuring for three slots of 90 minutes each, as well as descriptions of planned presentations and participants’ exchange/collaboration activities; and
8. A maximum of 100-word description (not to be included in the two pages) for the conference program. Please insert this description after the reference section.

Reports must include (8 pages)

1. History of the Work Group or Research Colloquium;
2. Progress made both during and in between the conference; and
3. Questions to address in the future.

Submission guidelines

Please follow these guidelines carefully:

• Proposals may be in Spanish, French, or English. Proposals submitted in Spanish or French need to include a title and an abstract in English as well.
• The final manuscripts (to be submitted by May 31, 2023) of accepted papers, posters and working groups need to be in English but can be published in two languages (English and Spanish; or English and French) in the proceedings. Authors of accepted proposals in Spanish or French are responsible for translating them into English and submitting English versions before the final paper deadline of May 31, 2023.
• Proposals should be anonymized: please remove all identifying information, such as names of author(s), author institution(s), funding sources and author references.
• All submissions should be in .docx format, not PDF, or any other word processing format.
• The most important thing for you to do in your proposal preparation is to use the .docx templates provided here: English Proposal Template and Spanish/French Proposal Template
• When working with the templates, you should always use the built-in Styles as defined in the .docx templates.
• You must choose a single strand for your proposal submission (see below). If you do not feel any of the strands fit your work, then choose the strand that most closely fits. We welcome all scholarship related to mathematics education.
• Keywords should be selected from those listed at Strands and Keywords. Although you must select a single strand, you can select multiple Keywords for your proposal.

Submission limits

• An individual may serve as the primary presenting author for only one research report.
• An individual may be a co-author on multiple research report proposals, however, the (co) author who electronically submits a proposal is committing to present the work at the conference and can do so for only one research report proposal. This person must also register for the conference by the speaker registration deadline for an accepted proposal to remain in the program.
• An individual may serve as the primary presenting author for no more than two posters.
• Currently, there is no limitation on the number of brief research reports a person can submit as the primary presenting author.
• Thus, an individual may submit one or more brief research reports and up to two poster proposals in addition to one research report proposal.

Research reports and brief research reports

For Research Reports and Brief Research Reports, the following categories are scored on a 1–5 scale:

1. Choice of problem or theoretical foci 
   Is it clear what issue the proposal addresses? Is the issue the proposal addresses an important one? Does the research build on and move an area of mathematics education forward?
2. Theoretical framework
   Is the study or argument framed by theory? Does the study or argument employ a theoretical framework? Does the theoretical framework contribute to a deeper understanding of the question the study addresses?
3. Mode of inquiry (empirical proposals only)
   Is the methodology clearly explained? Does the study employ a methodology appropriate for the question it investigates? Does the methodology contribute to answering the question(s) posed by the study?
4. Rigor of analysis or argument
   For an empirical proposal, please consider the following questions: Does the proposal present data and analyses thereof? Does it do so in a way that is rigorous? Are the analyses supported by the data and methodology? 
   For a theoretical proposal, please consider the following questions: Does the proposal offer a penetrating analysis of the issues? Does the proposal make a careful and clear argument for its theoretical contributions?
5. Interpretation or implications
   For an empirical proposal, please consider the following questions: Are the claims, conclusions, or suggestions made based in the study’s data? Are the implications of the work made explicit? Does the work contribute to a better understanding of the issue(s) addressed? 
   For a theoretical proposal, please consider the following questions: Does the proposal extend our understanding of the issues? Does the proposal sharpen our understanding of distinctions that had not been made before or that were made weakly? Does the work have implications for practice at any level of mathematics (e.g., classroom teaching, research, policy)?
6. Addressing the theme
   Does the proposal make meaningful connections to the conference theme? Are the connections to the theme apparent throughout the proposal? 
7. Quality of writing
   Does the proposal conform to the formatting style for the conference? Does the proposal display high-quality writing? Does the proposal communicate ideas effectively?

Reviewers will also have opportunities to provide written comments to the authors and to the strand leaders, who will compile the reviews and forward recommendations to the local organizing committee.

Posters

For posters, the following categories are scored on a 1–5 scale:

1. Choice of problem or question
   Is it clear what issue the proposal addresses? Is the issue the proposal addresses an important one? Is the issue of interest to members of PME-NA?
2. Response to issue
   Does the proposal present a response to the issue it raises? Does the approach taken to responding to this issue seem sound? Would a poster describing the work be likely to benefit those who would see it?
   Note: Since Poster proposals are only 1 page in length, questions about a study’s theoretical framework, mode of inquiry, the rigor of analysis and interpretation are collapsed into this category about the response to the issue communicated in the single-page proposal.
3. Quality of writing
   Does the proposal conform to the formatting style for the conference? Does the proposal display high-quality writing? Does the proposal communicate ideas effectively?

Working groups and research colloquiums

For working groups and research colloquiums, the local organizing committee will review all proposals collectively to determine a set that they feel will best serve the PME-NA community (e.g., address a diverse range of topics, and avoid similar working groups that will directly compete for participation). For groups that have met previously, The proposal will not be considered without the report from the 2022 Conference.

The paper and abstract for a working group might address the following:

• A maximum of 100-word description will be needed for the conference program.
• a brief history of the Working Group (number of times you have met before, what has been accomplished) or if this is a new working group, the history of the topic and rationale for starting a new working group.
• the issues in the psychology of mathematics education that will be the focus of the work;
• the plan for active engagement of participants in productive reflection on the issues;
• anticipated follow-up activities; and
• for groups that have met previously, the way(s) in which this paper builds on and extends previous work of the group.

For this year’s conference, we have created new strands and reframed others. First, content strands have returned to the previous organization by conceptual category rather than grade band. Second, Theory and Research Methods have been removed as a strand with the expectation that proposals for this category can be appropriately placed as a theoretical contribution in another strand. 

• Curriculum, Assessment, and Related Topics: This strand is for proposals that focus on curriculum analysis, development, implementation, or assessment and evaluation.
• Equity and Justice: This strand is for proposals that focus on marginalization, systems of oppression, or other similar issues related to mathematics education at any level or in any context. 
• Professional Development/ In-Service Teacher Education: This strand is for proposals that focus on in-service (practicing) teacher learning and professional development.
• Mathematical Knowledge for Teaching: This strand is for proposals that focus on teachers’ (or teacher educators’) mathematics knowledge in relation to teaching. 
• Mathematical Processes and Practices: This strand is for proposals that focus on topics related to mathematical processes or practices such as, but not limited to problem-solving, reasoning, proof, modeling, etc.
• Policy, Instructional Leadership, Teacher Educators: This strand is for proposals that focus on policy, reform, or instructional leadership, including proposals that focus on teacher leaders, coaches, or teacher educators as the subjects of research.
• Pre-Service Teacher Education: This strand is for proposals that focus on the development of prospective teachers and their knowledge, beliefs, and/or attitudes.
• Student Learning and Related Factors: This strand is for proposals that focus on students’ experiences and the influence of various factors (e.g., beliefs, identity, culture) on mathematical learning.
• Teaching Practice and Classroom Activity: This strand is for proposals that focus on analyzing the nature of classroom instruction and activity of students and teachers (e.g., discourse, culturally relevant pedagogy). 
• Technology and Learning Environment Design: This strand is for proposals that focus on the use and development of technology or digital tools for, and in, teaching and learning, on technology as curricular or assessment tools, and on the design of technology-based learning environments.
• Early Algebra, Algebraic Thinking, and Function: This strand is for proposals that focus on the teaching and learning of early algebra, algebra, and function.
• Geometry and Measurement: This strand is for proposals that focus on the teaching and learning of geometry, measurement, and spatial reasoning.
• Number Concepts and Proportional Reasoning: This strand is for proposals that focus on the teaching and learning of number concepts and proportional reasoning. 
• Pre-Calculus, Calculus, and Higher Math: This strand is for proposals that focus on the teaching and learning of precalculus, calculus, or higher levels of mathematics.
• Statistics, Probability, and Data Science: This strand is for proposals that focus on the teaching and learning of statistics, probability, and data science.

PME-NA 2023 list of keywords

• Advanced Mathematical Thinking
• Gender
• Reasoning and Proof
• Affect, Emotion, Beliefs, and Attitudes
• Geometry and Spatial Reasoning
• Mathematical Representations
• Algebra and Algebraic Thinking
• High School Education
• Research Methods
• Assessment
• Informal Education
• Social Justice
• Calculus
• Instructional Activities and Practices
• Special Education
• Classroom Discourse
• Instructional Leadership
• Standards
• Cognition
• Instructional Vision
• Integrated STEM / STEAM
• Communication
• Learning Theory
• Students with Disabilities
• Computing and Coding
• Learning Trajectories and Progressions
• Systemic Change
• Computational Thinking
• LGBTQIA+
• Teacher Beliefs
• Culturally Relevant Pedagogy
• Mathematical Knowledge for Teaching
• Professional Development
• Curriculum
• Measurement
• Preservice Teacher Education
• Data Analysis and Statistics
• Metacognition
• Teacher Educators
• Design Experiments
• Middle School Education
• Teacher Knowledge
• Online and Distance Education
• Modeling
• Technology
• Doctoral Education
• Number Concepts and Operations
• Undergraduate Education
• Early Childhood Education
• Policy
• Teacher Noticing
• Elementary School Education
• Precalculus
• Rational Numbers & Proportional Reasoning
• Equity, Inclusion, and Diversity
• Probability
• Problem-Based Learning
• Ethnomathematics
• Problem-Solving
• Sustainability
• First Nations and Indigenous Cultures
• Rational Numbers

Conference Chair

• Teruni Lamberg, Ph.D.
  

Faculty

• Diana Moss, Ph.D.
• Glenn Waddell, Jr., Ph.D.
• Lynda Wiest, Ph.D.
• Rachael Welder, Ph.D.
• Heather Crawford-Ferre, Ph.D.

Graduate students

• Alysia Goyer
• Kelly Pop
• David Kirkland
• FNU Kaashifah

Conference coordinator

• Shera Alberti-Annunzio

Marketing and communications coordinator

• Kelly Hanlon

Extended Studies Conference support

• Chris Mikulich, Conference registration
• Dawna Snyder, Assistant Director at Academic Credit Options

Sponsor for the graduate student reception

• Donald Easton-Brooks, Ph.D., Dean of the College of Education and Human Development