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These proceedings are a written record of the research presented at the 43rd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Philadelphia, Pennsylvania, and virtually. This year's conference theme is "Productive Struggle: Persevering through Challenges." The aim of using this theme is to encapsulate an idea of hope towards the future: that through struggle, and through scholarly work, engagement in community, and sustained effort towards improvement, PME-NA can truly make a difference in the lives of teachers and students, and in mathematics education broadly in the continent of North America. The papers accepted comprised 81 research reports, 158 brief research reports, 121 Posters, and 15 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]

One way to strengthen the impact of teacher education, and thus address an enduring challenge in improving education, may be to teach prospective teachers (PTs) to systematically study and improve their teaching. In particular, a key skill for teachers is to appropriately notice and evaluate evidence of student understanding. In this study, we examine PTs' analyses of student learning in a lesson transcript, and compare these analyses across populations. Results indicate that prospective secondary teachers conducted higher quality analyses than prospective elementary teachers, but both populations of PTs overestimated students' understanding within the lesson transcript. Implications of this study suggest a link between mathematical knowledge and analysis skills, and indicate the need to explicitly teach analysis skills to PTs. [ABSTRACT FROM AUTHOR]