PME-NA 2018 CONFERENCE PROCEEDINGS GUIDELINES The following are guidelines for manuscripts accepted for publication in the PME-NA Conference Proceedings for 2018 Please follow these guidelines carefully to facilitate the efficient and timely production of the Proceedings [A Microsoft styles template file can be downloaded from the conference website.] Note that final manuscripts (submitted in June) must be in English 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 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 June 11, 2018 These proposals will be published in two languages (English and Spanish/French) in the proceedings Session Type Page Limits Abstract Proposal Due Date Final Paper Due Limit Date Research Report pages 10 lines February 28, 2018 June 11, 2018 Brief Research Report pages 10 lines February 28, 2018 June 11, 2018 Poster page No Abstract March 28, 2018 June 11, 2018 Working Group 10 pages 15 lines March 28, 2018 June 11, 2018 Note: The page limits include all figures, tables and references, and the deadlines are firm Note: Because proposals were blind when initially submitted to the proposal system, be certain that the final manuscript includes the author(s), author institution(s), funding sources, or other identifying information that was previously deleted from the paper If a reference was deleted from the reference list, please be sure to include it If citations in the body of the paper were replaced with “Author,” please insert the correct APA citation for that source Please be sure the paper meets the page limits with all the author or identifying information included The maximum 15-word title of the paper is centered, all uppercase, bold, Times New Roman 12-point font, followed by a single (12-point) blank line [use Title of Paper PMENA style]: PAPER GUIDELINES Author, institution, and email are set on three lines, centered, single-spaced, as follows [use Author PMENA style for single author; Normal PMENA style for multiple authors] If a presentation has multiple authors, underline the presenting author(s) names Note that the presenting author(s) of accepted proposals must register by the speakers’ deadline of September 10, 2018 to remain on the program Angela M Garcia University of Arizona agarcia@email.arizona.edu OR (for or authors —for authors use format below twice) Author1 Affiliation1 Email1 Presenting Author(s) Underlined Affiliation2 Email2 OR (for or authors — for authors use format below twice) Francis Hill Western Michigan University francishill@wmich.edu Susanna M Roy University of Toronto smroy@utoronto.ca Maria S Sanchez Universidad Autónoma de Sinaloa mariasanchez@uasnet.mx The abstract follows the author information and should not exceed 10 lines (no abstract for Poster Proposals, 15 lines for Working Groups) It is preceded and followed by a single (12point) blank line, but it is not indented The abstract should be in italics [use Abstract PMENA style] (A separate 100-word description for the conference program will be requested as part of the submission process, but is not part of the paper Many people read the descriptions and abstracts to decide whether to attend a presentation, so make sure that both succinctly capture the essence of your paper.) The abstract should be followed by at least one and at most four key words from the keyword list appended to this document, as follows: Keywords: Curriculum, Secondary Mathematics, Teacher Knowledge [use Normal PMENA style] All text in the body of the paper should be Times New Roman, 12-point font, 1-inch margins, and single-spaced [use Normal PMENA style] You should use the ruler tool to indent the first line of each paragraph ¼ inch Do not use the space bar or tab key to indent To use the ruler bar, grab the top triangle at the left edge of the ruler and drag it to the ¼ inch mark There should be no blank lines between paragraphs Do not use headers, footers, or page numbers Headings All headings in the paper should be bold, Times New Roman 12-point font Please limit your headings to the following three levels: First Level Heading Text begins here Second Level Heading Text begins here Third level heading Text begins here First Level Headings [use First Level Heading PMENA style] should be centered, bold font, with only the first letter of each word capitalized Each First Level Heading should be preceded by a single (12-point) blank line, but should not be followed by a blank line Indent the first line of text ¼ inch after a First Level Heading Second Level Headings [use Second Level Heading PMENA] should be left justified, bold, with only the first letter of each word capitalized Second Level Headings are neither preceded nor followed by a blank line Indent the first line of text ¼ inch after a Second Level Heading Third Level Headings [use Normal PMENA style and bold the heading and period] should be indented ¼ inch, bold, and followed by a period Only the first letter of the first word of the heading title should be capitalized Begin typing the text immediately after the period at the end of the heading Quotes A quote longer than 40 words should be formatted as a “block quote”—as this paragraph is formatted [use Block Quote PMENA style] Begin the quote on a new line and indent the entire quote ¼ inch on the left To so on the ruler bar, grab both the top and bottom triangles on the ruler bar and drag them to the ¼ inch mark No quotation marks are used, the period goes at the end of the quote, and the reference (author, year, page number) goes at the end of the quote with no period after it Insert a blank line before and/or after the block quote if needed to distinguish it from other text (as in this example) Indent the sentence following the block quote only if it begins a new paragraph Transcripts Transcripts should begin on a new line, with the first line indented ¼ inch (drag the upper triangle to the ¼-inch mark) [use Transcript PMENA style] Indent subsequent lines using a hanging indent set at ½ inch (drag the lower triangle to the ½-inch mark) Italicize the speaker’s name on the first line, followed by a colon, as shown below Teacher: So what’s the fraction name for that? What we call this in fraction words? Student: One-fourth Teacher: Yes, one-fourth Okay The bottom number tells how many pieces in the whole, right? How many pieces in this whole? Insert a blank line before and/or after the transcript if needed to distinguish it from other text (as in this example) Indent the sentence following the transcript only if it begins a new paragraph Lists In a paragraph or sentence, identify elements in a series by lowercase letters in parentheses: (a) the first item in the series, (b) the second item, and (c) the third item Use semicolons instead of commas if the series elements contain commas If the listed items are separate paragraphs, use Arabic numerals followed by a period or bullets Use the automated numbering or bullets in Microsoft Word, which will provide the appropriate indentation of each line [use Normal PMENA style] The first enumerated paragraph should be presented in this manner The second paragraph … The third paragraph … Tables and Figures All tables and figures should be placed in the document as appropriate, with a blank line both preceding and following the table or figure If necessary, resize large tables or graphics to fit within the 1-inch margins and to keep your document within the number of pages allowed Create tables using the Table feature of Microsoft Word (Tables are those graphics consisting of rows and columns; all other graphics should be designated as Figures) Use the First Level Heading PMENA for both table and figure titles, placing the table title above the table, and the figure title below the figure or graphic Examples follow Table 1: Conference Deadlines Proposals Due Research & Brief Research Reports February 28, 2018 Posters & Working Groups March 28, 2018 Final Papers Due June 11, 2018 June 11, 2018 Figure 1: PME-NA 2018 Banner Endnotes Endnotes should be used only in extreme cases Use the endnote function of Microsoft Word; not use the footnote function The heading for endnotes should be treated as a First Level Heading Indent the first line of each endnote ¼ inch; use Times New Roman, 12-point font, single-spaced Do not put a blank line between endnotes Acknowledgments Any necessary acknowledgments should immediately precede the References The heading should be treated as a First Level Heading Do not put blank lines between multiple acknowledgments References References should be Times New Roman, 10-point font, single-spaced, with ¼-inch hanging indent—as this paragraph is formatted [use Reference PMENA style] To set up a hanging indent using the ruler bar, grab the bottom triangle at the left edge of the ruler and drag it to the ¼ inch mark Do not use the return key, space bar, or tab key to create a hanging indent There should be no blank lines between references All references should follow APA format; a variety of sample references are illustrated below Note that titles of books are journals should be italicized, not underlined There should be no underlined text in the manuscript Aguirre, J.M., Mayfield-Ingram, & Martin, D.B (2013) The Impact of Identity in K-8 Mathematics: Rethinking Equity-based Practices Reston, VA: National Council of Teachers of Mathematics Baker, B., Cooley, L., & Trigueros, M (2000) A calculus graphing schema Journal for Research in Mathematics Education, 557-578 Bos, B (2011) Professional development for elementary teachers using TPACK Contemporary Issues in Technology and Teacher Education, 11(2) Retrieved from http://www.citejournal.org/vol11/iss2/mathematics/article1.cfm Common Core State Standards Initiative (CCSSI) (2010) Common core state standards for mathematics Retrieved from http://www.corestandards.org/the-standards/mathematics Crespo, S (2003) Learning to pose mathematical problems: Exploring changes in preservice teachers' practices Educational Studies in Mathematics, 52(3), 243-270 Herbst, P., & Chazan, D (2006) Producing a viable story of geometry instruction: What kind of representation calls forth teachers’ practical rationality? In S Alatorre, J L Cortina, M Sáiz, & A Méndez (Eds.), Proceedings of the 28th North American Group for the Psychology of Mathematics Education Conference (Vol 2, pp 213220) Mérida, México: UPN Lunney Borden, L and Wagner, D (2006) Mawikinutimatimk: Creating space for Indigenous mathematical knowledge In S Alatorre, J.L Cortina, M Sáiz, & A Méndez, (Eds.), Proceedings of the Twenty-Eighth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education [CD-ROM] Mérida, Mexico: Universidad Pedagógica Nacional National Council of Teachers of Mathematics (2000) Principles and standards for school mathematics Reston, VA: Author Rasmussen, C., & Ellis, J (2015) Calculus coordination at PhD-granting universities: More than just using the same syllabus, textbook, and final exam In D Bressoud, V Mesa, & C Rasmussen (Eds.) Making the connection: Research and teaching in undergraduate mathematics education (pp 107-115) Washington, DC: The Mathematical Association of America List of Keywords/ Palabras Clave PME-NA 2018 English Advanced Mathematical Thinking Affect, Emotion, Beliefs, and Attitudes Algebra and Algebraic Thinking Assessment and Evaluation Classroom Discourse Cognition Curriculum Curriculum Analysis Data Analysis and Statistics Design Experiments Early Childhood Education Elementary School Education Equity and Diversity Gender Geometry and Geometrical and Spatial Thinking High School Education Informal Education Instructional activities and practices Learning Theory Learning Trajectories (or Progressions) Mathematical Knowledge for Teaching Measurement Metacognition Middle School Education Modeling Number Concepts and Operations Policy Matters Post-Secondary Education Pre-School Education Probability Problem Solving Rational Numbers Reasoning and Proof Research Methods Standards (broadly defined) Teacher Beliefs Teacher Education-Inservice/Professional Development Teacher Education-Preservice Teacher Knowledge Technology Spanish Pensamiento Matemático Avanzado Afecto, Emoción, Creencias, y Actitudes Álgebra y Pensamiento Algebraico Valoración y Evaluación Discurso del Aula Cognición Currículo Análisis del Currículo Análisis de Datos y Estadística Diso de Experimentos Educación Infantil Inicial Educación Primaria Equidad y Diversidad Estudios de Género Geometría y Pensamiento Geométrico y Espacial Educación Media Superior, Bachillerato, Preparatoria Educación Informal Actividades y Prácticas De Ensanza Teorías del Aprendizaje Trayectorias de Aprendizaje (O Progresiones) Conocimiento Matemático para la Ensanza Medición Metacognición Educación Secundaria Modelación Conceptos de Números y Operaciones Política de la Educación Educación Post-Secundaria Educación Preescolar Probabilidad Resolución de Problemas Números Racionales Razonamiento y Demostraciones Metodologías de Investigación Estándares (En Sentido Amplio) Creencias de los Maestros Capacitación Docente / Desarrollo Profesional Preparación de Maestros en Formación Conocimiento del Profesor Tecnología ... 1: Conference Deadlines Proposals Due Research & Brief Research Reports February 28, 2018 Posters & Working Groups March 28, 2018 Final Papers Due June 11, 2018 June 11, 2018 Figure 1: PME-NA 2018. .. S Alatorre, J L Cortina, M Sáiz, & A Méndez (Eds.), Proceedings of the 28th North American Group for the Psychology of Mathematics Education Conference (Vol 2, pp 213220) Mérida, México: UPN Lunney... 107-115) Washington, DC: The Mathematical Association of America List of Keywords/ Palabras Clave PME-NA 2018 English Advanced Mathematical Thinking Affect, Emotion, Beliefs, and Attitudes Algebra