Attendance to the conference virtually

The detailed online conference program is found here

Attendance is restricted to registered participants. Attendance instructions are found here

Call for participation

** Download the more extensive calls for participation here: English:  https://tinyurl.com/pmena42-call  or  Español: https://tinyurl.com/pmena42-aviso **

Join us in beautiful Mazatlán, Sinaloa, Mexico on 14-18 October, 2020 2-6 June, 2021 (or virtually from 27 May to 5 June) for the 42nd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 42). After twelve years, we are happy to welcome back the conference to Mexico and have the honor to host our colleagues from Canada and the USA.

Past PME-NA conferences held in Mexico were:

• 1990 Oaxtepec: Joint Meeting PME 14 – PME-NA 12
• 1999 Cuernavaca: PME-NA 21
• 2006 Mérida: PME-NA 28
• 2008 Morelia: Joint Meeting PME 32 – PME-NA 30

The major goals of PME-NA are:

• To promote international contacts and the exchange of scientific information in the psychology of mathematics education.
• To promote and stimulate interdisciplinary research in the aforesaid area, with the cooperation of psychologists, mathematicians and mathematics teachers.
• To further a deeper and better understanding of the psychological aspects of teaching and learning mathematics and the implications thereof.

Theme of the conference:  Across cultures

We consider that a way to promote the exchange and enrichment of mathematics education research is to look at its manifestations across different cultures, places and contexts. This is the focus of our 2020 conference, where we hope to have an encounter of cultures, as well as forms of research in mathematics education:

Across various cultures...

• of languages, nationalities, communities, ethnicities,
• of genders, 
• of indigenous people and migrants;
• of different abilities;
• of different generations;
• of teachers, researchers, policy-makers and parents;
• of school types: urban vs. rural, multigrade, etc; and
• of classroom cultures and modalities: from traditional teaching to “new” classroom cultures: e.g., flipped classrooms, distance education, etc.;
• of technologies and tools: from pencil-and-paper, to the digital and connected;
• of math and other disciplines (multi-, inter- and trans-disciplinarity): e.g., STEAM, math and environmental sciences, etc.;
• of research: different strands of PME-NA research, including cognition, neuroscience, ethnography, and new types of research.

In other words, we look forward to an academic exchange that will 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 explore how the differences in cultures imply a need to consider how research results can be taken into account in varying contexts. Through all of the above, we hope to honor the major goals of PME-NA.

Host institutions

The conference is co-hosted by the Department of Mathematics Education of Cinvestav, and the Mexican Association for Research on the Use of Technology in Mathematics Education (AMIUTEM) which includes several other institutions.

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The PME-NA 42 Conference Proceedings were published in 2020 and can be found under the

Program menu (here)