Critical Responses to Enduring Challenges in Mathematics Education. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, Michigan, November 5-8, 2015)

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.]