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The Forty Fifth Annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education was held PME-NA 45 in Reno, Nevada, October 1-4, 2023. The 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. Participants in the conference explored how to create conditions to support learning that build on student engagement and interest in addition to other research engaged by the PME-NA community. The specific conference theme questions explored as part of the conference was: (1) How can we engage all students to learn math content by building on their interest and motivation to learn? (2) How do we design learning environments that take students and learning into account? (3) What are the design features of tools and curricula design features considering student engagement and interest in supporting learning? (4) How do we build partnerships with schools and the community to support student engagement and math learning? and (5) What research agendas should we pursue to ensure that all students reach their potential by paying attention to engagement and learning needs? The acceptance rate for Research Report was 45%, the acceptance rate for brief research reports was 70%. The acceptance rate for posters was 90%. Note: some papers were accepted in alternate format than originally proposed. The total number of participants who submitted proposals as co-authors was 1083. [Individual papers are indexed in ERIC.]

The Forty Fifth Annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education was held PME-NA 45 in Reno, Nevada, October 1-4, 2023. The 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. Participants in the conference explored how to create conditions to support learning that build on student engagement and interest in addition to other research engaged by the PME-NA community. The specific conference theme questions explored as part of the conference was: (1) How can we engage all students to learn math content by building on their interest and motivation to learn? (2) How do we design learning environments that take students and learning into account? (3) What are the design features of tools and curricula design features considering student engagement and interest in supporting learning? (4) How do we build partnerships with schools and the community to support student engagement and math learning? and (5) What research agendas should we pursue to ensure that all students reach their potential by paying attention to engagement and learning needs? The acceptance rate for Research Report was 45%, the acceptance rate for brief research reports was 70%. The acceptance rate for posters was 90%. Note: some papers were accepted in alternate format than originally proposed. The total number of participants who submitted proposals as co-authors was 1083. [Individual papers are indexed in ERIC.]

These proceedings are a written record of the research presented at the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Nashville, Tennessee, and virtually. This year's conference theme is "Critical Dissonance and Resonant Harmony." The aim of this theme is to reflect not only the time and place that of gathering, but also the time and place in which to conduct academic work. Dissonance can be jarring to experience, whereas harmony can be pleasing. Nashville -- Music City -- which is no stranger to both dissonance and harmony. The papers accepted comprised 101 research reports, 140 brief research reports, 84 Posters, and 16 Working Groups or Research Colloquia. [Individual papers are indexed in ERIC.]

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.]

These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place October 14-18, 2020; it was postponed, due to the COVID pandemic. In accordance with the major goals of PME-NA that include promoting international contacts and stimulating interdisciplinary research, the theme was proposed as "Entre Culturas/Across Cultures". The goal of the theme was an academic exchange that would reflect the ample diversity of ways of teaching and learning of mathematics, and of the tools and communities involved in mathematics education; as well as an exploration of how the differences in cultures imply a need to consider how research results can be taken into account in varying contexts. The papers comprise 80 Research Reports, 190 Brief Reports, 147 Poster Presentations, 10 Working Groups, 2 Research Colloquia, and Plenary and special lectures. The program also includes a special tribute to Eugenio Filloy and a tribute to the PME-NA members who were affected by the COVID-19 pandemic. [These proceedings were produced with Cinvestav (Centro de Investigación y de Estudios Avanzados del IPN), México and AMIUTEM (Asociación Mexicana de Investigadores del Uso de Tecnología en Educación Matemática, A.C.), México. Individual papers are indexed in ERIC.]

These proceedings are a written record of the research presented at the 41st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in St. Louis, Missouri, November 14-17, 2019. This year's conference theme is "...against a new horizon." The papers comprise 67 research reports, 184 brief research reports, 126 posters, and 13 working groups. Chapters include the following: (1) Plenaries; (2) Curriculum, Technology, and Assessment; (3) Early Algebra, Algebra, and Number Concepts; (4) Equity and Justice; (5) Geometry, Measurement, Statistics, and Probability; (6) In-Service Teacher Education and Professional Development; (7) Instructional Leadership, Policy, and Institutions/Systems; (8) Mathematical Knowledge for Teaching; (9) Mathematical Processes; (10) Precalculus, Calculus, and Higher Mathematics; (11) Pre-Service Teacher Education; (12) Student Learning and Related Factors; (13) Teaching and Classroom Practice; (14) Theory, Research Methods, and Miscellaneous Topics; and (15) Working Groups. [These proceedings were co-published by University of Missouri, St. Louis. Individual plenary and research papers are available in ERIC.]

These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40 Years." The Proceedings include papers from 6 plenary papers, 69 research reports, 133 posters, and 17 working groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. [Individual plenary and research papers are available in ERIC.]

The theme of the 39th proceedings of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) conference was "Synergy at the Crossroads: Future Directions for Theory, Research, and Practice." The metaphor of crossroads was inspired by the conference venue--the historic Indianapolis Union Station, as well as by the state motto, a reference to how Indiana is connected to the rest of the United States. PME-NA 39 includes research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: (1) What have we learned from the routes we have traversed; what are potential routes for mathematics education research in the future; and what considerations are relevant as we make choices about future directions in mathematics education?; (2) How do we address issues of access and equity within mathematics education today?; (3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice?; and (4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students', and teachers' success, and how can we work to overcome these barriers? The accepted proposals included 75 research reports, 142 brief research reports, 167 posters, and 13 working groups. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]

The theme of this year's conference is "Sin Fronteras: Questioning Borders with(in) Mathematics Education." This theme is intended to encourage research presentations, discussion, and reflection on the variety of borders within mathematics education, as well as those that might be probed, challenged, explained, enhanced and/or potentially transformed by mathematics education. Sessions examine topics such as geographic, political, cultural and language borders with(in) mathematics education, as well as borders between mathematical content areas and grade levels, and how borders can limit access to mathematical content or impact mathematics teaching practices. To catalyze conversations about the conference theme, the organizers of this conference organized three plenary talks that each address different perspectives on borders with(in) mathematics education. The 2016 conference was attended by over 550 researchers, faculty, and graduate students from around the world including the US, Mexico, Canada, Sweden, Australia, Chile, Puerto Rico, Israel, Trinidad and Tobago, and Germany. Submissions received numbered 581. The acceptance rate was 92% for working groups, 48% for research reports, 36% for brief research reports, and 61% for posters. The conference program includes 104 Research Report sessions, 102 Brief Research Report sessions, 222 Posters, and 11 Working Groups. It is the hope of the organizers that this would be a model to follow in future Psychology of Mathematics Education-North American Chapter conferences. Chapters include: (1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts;(4) Geometry and Measurement; (5) Inservice Teacher Education/Professional Development; (6) Mathematical Knowledge for Teaching; (7) Mathematical Processes; (8) Preservice Teacher Education; (9) Statistics and Probability; (10) Student Learning and Related Factors; (11) Teaching and Classroom Practice; (12) Technology; (13) Theory and Research Methods; and (14) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC. Some papers are written in both Spanish and English.]

The theme of this year's conference is "Critical Responses to Enduring Challenges in Mathematics Education." The theme of this year's conference invites mathematics education scholars to reflect upon and critically respond to enduring challenges in teaching and learning mathematics for all students. To ignite discussion within the field, the organizers of this conference organized the conference around four focal-enduring challenges, each of which is featured in one of four plenary talks: (1) teaching as responsive to various conceptions of mathematics; (2) addressing the needs of marginalized populations in school mathematics; (3) the impact of teacher evaluation and high-stakes assessment in teaching; and (4) the role of assessment in teaching and learning. It is the hope of the organizers that the conference will catalyze collective reflection, collaborative inquiry, and discussion about various means for responding to and addressing these, and other, challenges. Submissions received numbered 528. The overall acceptance rate was 64%. The conference program includes 92 Research Report sessions, 96 sessions, 136 Posters, and 12 Working Groups. Chapters include: (1) Plenary Papers; (2) Special Session; (3) Curriculum and Related Factors; (4) Early Algebra, Algebra, and Number Concepts; (5) Geometry and Measurement; (6) Mathematical Processes; (7) Statistics and Probability; (8) Student Learning and Related Factors; (9) Teacher Education and Knowledge; (10) Teaching and Classroom Practice; (11) Technology; (12) Theory and Research Methods; and (13) Working Groups. [Individual plenary and research papers are available in ERIC. Financial and personnel support was provided by the Michigan State University CREATE for STEM Institute.]

The theme of the 38th meeting of the International Group for the Psychology of Mathematics Education (PME 38) and the 36th meeting of the North American Chapter of the Psychology of Mathematics Education (PME-NA 36) was "Mathematics Education at the Edge." Academically, the theme provides opportunities to highlight and examine mathematics education research that is: (1) breaking new ground or on the cutting edge of innovative research and research methodologies; and (2) exploring issues with groups that are often positioned at the edge or periphery of educational research, such as social justice, peace education, equity, and Indigenous education. Geographically, the theme "Mathematics Education at the Edge" describes the very place of the conference setting, Vancouver, a city situated at the edge of Canada on the Pacific Ocean and Coast Mountain Range. The papers in the six volumes of these proceedings are organized according to the type of presentation. Volume 1 contains the presentations of the plenary speakers, Research Forum activities, Discussion Group activities, Working Session activities and the National Presentation of mathematics education in Canada. Volumes 2-5 contain the Research Reports of the conference, while Volume 6 consists of the Short Oral and Poster Presentations. The organization of PME 2014 is a collaborative effort involving teams of colleagues at the University of British Columbia and Simon Fraser University.

These Proceedings are a written record of the research presented at the 35th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2013) held in Chicago, Illinois, November 14-17, 2013. The theme of the conference is Broadening Perspectives on Mathematics Thinking and Learning. The Proceedings include papers from 1 plenary talk, 2 panel presentations, 68 research reports, 121 brief research reports, 208 posters, and 14 working groups. Chapters include:(1) Plenary Papers; (2) Curriculum and Related Factors; (3) Early Algebra, Algebra, and Number Concepts; (4) Geometry and Measurement; (5) Math Processes; (6) Statistics and Probability; (7) Student Learning and Related Factors; (8) Teacher Education and Knowledge; (9) Teaching and Classroom Practice; (10) Technology; (11) Theory and Research Methods; and (12) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]

These Proceedings are a written record of the research presented at the 34th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2012) held in Kalamazoo, Michigan, November 1-4, 2012. The theme of the conference, "Navigating Transitions along Continuums," focuses on an important set of opportunities for research to be useful in improving mathematics teaching and learning. Plenary speakers consider transitions across four continuum groupings: (1) student learning of mathematics (Jere Confrey); (2) professional learning, ranging from preservice mathematics teachers through teacher leaders (Deborah Ball and Suzanne Wilson); (3) school mathematics articulation, from topic to topic within grade levels as well as across grade bands (Amanda Jansen, Janie Schielack, Cathy Seeley, and Jack Smith); and (4) innovation to support mathematics learning, from the smallest of scale to the largest (Jo Boaler). The Proceedings include papers from 2 plenary talks, 69 research reports, 124 brief research reports, 111 posters, and 10 working groups. The plenary and working group papers are the first and last chapters, respectively. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Each paper is indexed by authors and keywords. Underlined author indicates presenting author. Chapters include the following: (1) Plenary papers; (2) Curriculum and Related Factors; (3) Mathematical Processes; (4) Student Learning and Related Factors; (5) Teacher Education and Knowledge-Inservice; (6) Teacher Education and Knowledge--Preservice; (7) Teaching and Classroom Practice; (8) Teaching and Learning of Specific Content; (9) Technology; (10) Theory and Research Mehods; and (11) Working Groups. Individual papers include references. [Individual plenary and research papers are available in ERIC.]

These Proceedings are a written record of the research presented at the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2011) held in Reno, Nevada, October 20-23, 2011. The theme of the conference is Transformative Mathematics Teaching and Learning. The Proceedings include papers from 3 plenary sessions, 69 research reports and posters, and 13 working and discussion groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Advanced Mathematical Thinking; (2) Affective Issues; (3) Algebraic Thinking; (4) Classroom Discourse; (5) Elementary Education; (6) Equity and Diversity Issues; (7) Gender; (8) Geometry; (9) Middle School Education; (10) Probability and Statistics; (11) Problem Solving; (12) Rational and Whole Numbers; (13) Reasoning and Proof; (14) Research Methods; (15) Secondary Education; (16) Teacher Beliefs; (17) Teacher Education: In-Service/Professional Development; (18) Teacher Education: Preservice; (19) Teacher Knowledge; and (20) Technology. Individual papers include references. [Individual plenary and research papers are available in ERIC.]