PME-NA 2025

Registration

*The conference fee includes three breakfasts, two lunches, one dinner, coffee breaks, a welcome reception and an invitation-only graduate student event. All other meals are on your own.

** At least one speaker for each paper/poster must be registered by July 25, 2025

• Click the “Registration” Button. This will lead you to a pre-registration survey.
• At the end of the survey, you will be directed to the registration page for PME-NA 2025.
• At the registration page, choose your appropriate registration type.
• Once you click the “checkout” button, you will be asked to create a new “student learner account.”
• Once you create your account, you will be able to make the payment and complete your registration.

A $50 non-refundable administrative fee will be assessed per conference cancellation for participant-initiated refunds. If you need to cancel your enrollment, you must notify conference organizers at [email protected] or 1-814-865-9062 by September 26, 2025, to receive a full refund minus the $50 administrative fee. No refunds will be given for cancellation or refund requests received after September 26, 2025.

Sunday, October 26

• 3:00 p.m. -8:00 p.m. | Registration and check-in
• 6:00 p.m. -7:00 p.m. | Plenary
• 7:00-8:30 p.m. | Welcome dinner

Monday, October 27

• 7:00 a.m.-6:00 p.m. | Registration and check-in
• 7:00 a.m.-8:00 a.m. | Breakfast
• 8:00 a.m.-9:15 a.m. | Breakout session #1
• 9:30 a.m.-10:15 a.m. | Breakout session #2
• 10:15 a.m.-10:45 a.m. | Coffee break
• 10:45-12:15 p.m. | Working Groups
• 12:15 p.m.-1:15 p.m. | Lunch, Business meeting
• 1:15 p.m.-2:15 p.m. | Plenary
• 2:30-3:15 p.m. | Breakout session #3
• 3:15-3:45 p.m. | Coffee break
• 3:45-4:30 p.m. | Breakout session #4
• 4:30-5:30 p.m. | Poster session
• 5:45-7:45 p.m. | Counted Out screening
• 7:45-8:45 p.m. | Dinner Buffet

Tuesday, October 28

• 7:00 a.m.-6:00 p.m. | Registration and check-in
• 7:00 a.m.-8:00 a.m. | Breakfast
• 8:00 a.m.-9:15 a.m. | Breakout session #1
• 9:30 a.m.-10:15 a.m. | Breakout session #2
• 10:15 a.m.-10:45 a.m. | Coffee break
• 10:45-12:15 p.m. | Working Groups
• 12:15 p.m.-1:15 p.m. | Lunch
• 1:15 p.m.-2:15 p.m. | Plenary
• 2:30-3:15 p.m. | Breakout session #3
• 3:15-3:45 p.m. | Coffee break
• 3:45-4:30 p.m. | Breakout session #4
• 4:30-5:30 p.m. | Poster session
• 6:00-8:30 p.m. | Graduate student reception
• Dinner on your own
• 8:30-11:00 p.m. | Dance Partty

Wednesday, October 29

• 7:00 a.m.-8:00 a.m. | Breakfast
• 8:00 a.m.-8:45 a.m. | Breakout session #1
• 8:45 a.m.-9:30 a.m. | Breakout session #2
• 9:30 a.m.-10:00 a.m. | Coffee break
• 10:00-11:30 p.m. | Working Groups
• 12:00 p.m. | Check out

View Program

Sunday 6:00-7:00

Facing Our Fears: What if We Really Changed Things?

• Peter Appelbaum is the Steinbrucker Chair of the Humanities and Director of Education Studies at Arcadia University in Philadelphia, USA. He is the author of The Creative Mathematics Teacher's Book of Lists (Brill, 2024), and the Founding Director of the Youth Mathematician Laureate Project (http://ymlp.org).
• Boni Fernandes Wozolek, PhD, is an Associate Professor of Education at Penn State University, Abington College. She also serves as the Executive Consultant for Penn State Altoona's Community of Care Initiative. Her scholarly books and articles have been recognized by several national and international organizations and consider qualitative research methods and teaching practices that focus on access, justice, and care for schools and student communities.

Monday 1:30-2:30

We Are Time Travelers | Ethnic Studies Mathematics as Past, Present, and Future Selves

• Sara Rezvi (she/they) is an Assistant Professor of Education at Dominican University. Their long-time work in math circles spaces has led to creating a curriculum that invests in rehumanizing mathematics education, making it more relatable, equitable, and reflective of students' lived experiences. She has given invited talks, keynotes, and lectures nationally in organizations like TODOS, NCTM, AIM, MAA, and more.
• Shraddha Shirude (she/her) is a Math Teacher at Cleveland STEM High School in Seattle and the Math Specialist at WA Ethnic Studies Now. Her pedagogy and curriculum focus on the intersection of mathematics and ethnic studies as a pathway toward embodied understanding of complex mathematical concepts. Her work includes instructional coaching for math educators and the development of nationally recognized K-12 Ethnic Studies Math Frameworks,

Tuesday 1:30-2:30

In Search of New Ontologies in Mathematics Education Research: The Case of Classroom Interaction

• Ilana Seidel Horn is Wachtmeister Family Chair of Teaching and Learning at Vanderbilt University, where she directs the Teacher Learning Lab. A former high school teacher, Horn’s scholarship resides at the intersection of learning sciences, sociology of teachers’ work, and mathematics education to build an ecologically valid theory of teacher learning, a core phenomenon in educational change. Using ethnographic, sociolinguistic, and mixed methods, Horn conducts observational and intervention research in deep partnership with practicing teachers to understand their sensemaking while honoring the complexity of mathematics instruction.

The proposal formatting templates are available below. All papers should be formatted using one of the following templates (English, Spanish or French versions). Only properly formatted papers will be reviewed. Please ensure your proposal is anonymous for review while leaving appropriate space for names in the final paper.

• English Template
• Spanish or French Template

The templates are also available on the All-Academic Page. The templates are located on the left-hand side of the login screen. Click on the submission link to access the All-Academic submission page.

Submit Proposals

Proposals can be submitted in English, Spanish, or French.

Proposals should conform to the following page limits (including figures and tables, but excluding references) and dates:

• Research report, 8-page limit, 10-line abstract
• Brief research report, 4-page limit, 10-line abstract
• Poster, 1-page limit, no abstract
• Working group, 2-page limit, 15-line abstract
• Research colloquia, 2-page limit, 15-line abstract

Our conference theme is Changing Mathematics Education by Educating for Change. This theme acknowledges and embraces that the world and the research we do to understand the world are constantly in flux. The alternative to change is stagnation and the perpetuation of current epistemic injustices in mathematics education research and practice. The act of Changing Mathematics Education should be (and is) what all of us do. As mathematics educators and researchers, we each individually have already been engaging ourselves and others to rethink and change beliefs, practices, and systems that sustain mathematics as a gatekeeper. Educating for Change emphasizes the socio-cultural-historical-political reality of mathematics education not meeting the needs of all learners. By Educating for Change we embody our agency as educators and researchers to create, recreate, and imagine new paradigms of mathematics education theory, methods, and being. Changing Mathematics Education by Educating for Change reminds us to ensure that mathematics becomes an inclusive experience for empowerment rather than an exclusive mechanism for social stratification and reproduction. Mathematics education deserves to be a space for learners (and all PME-NA members) to empower themselves as we address systemic injustices in our field and position mathematics as a force for positive change in our rapidly evolving world. PME-NA 2025 provides time and space for participants to collectively pursue this effort by engaging in academic conversations on Changing Mathematics Education by Educating for Change.

Research reports

Research reports are intended for reporting on complete research of the highest caliber. The papers can be empirical or theoretical.

The paper should discuss the following items (as applicable; in the case of a theoretical/conceptual paper, these can be different):

• Objectives or purposes of the study (including research questions);
• Perspective(s) or theoretical framework.
• Methods or modes of inquiry (including participants, contexts, data collection and analysis, etc.);
• Results; and
• Discussion and/or conclusions.

Authors of research reports should submit a maximum of 8-page paper (including figures, tables, and a 10-line abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Brief research reports

Brief research reports are intended for reporting on research that is in process or of a preliminary nature, such as sharing preliminary results from a larger research study or reporting initial findings from a study that has not been completely analyzed.

Brief research reports should address the same items as research reports, at least as appropriate:

1. Objectives or purposes of the study (including research questions).
2. Perspective(s) or theoretical framework.
3. Methods or modes of inquiry (including participants, contexts, data collection and analysis, etc.);
4. Results; and
5. Discussion and/or conclusions.

Authors of Brief research reports should submit a maximum of a 4-page paper (including figures, tables, and a 10-line abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Posters

Poster sessions are designed to encourage the exchange of ideas. A Poster Presentation is a visual display depicting a research project, developed software, curricular innovation, educational program, or another item of interest to members of PME-NA.

Posters should include (as appropriate):

1. Objectives and purposes of the study, project, or innovation (such as research questions);
2. Perspective(s) or theoretical framework;
3. Methods or modes of inquiry or design (such as participants, contexts, data collection, and analysis, etc.); and
4. A summary of results and their implications.

Authors of Posters should submit a maximum 1-page summary of their poster (including figures, tables, and no abstract, but excluding references) which will be included in the conference proceedings. Authors are reminded to please use the provided templates to ensure correct formatting in the published proceedings.

Working groups

A working group focuses on an emerging or new research topic of substantial interest within the PME-NA community. Has a clear goal and a strategy to reach this goal in collaboration with the participants; includes structural opportunities for contributions by the participants to reach the goal; involves only a minimum of planned presentations to stimulate the specific collaboration or exchange.is provided by at least two researchers who are actively working on the research topic; covers three slots of 90 minutes each: and is represented via a 2-page proposal in the conference proceedings (with additional pages for references).

Working groups are subject to review to ensure the fit to the goals of PME-NA as an organization. Note: As of 2020, the PME-NA Steering Committee voted to reduce the number of pages for Working Group proposals to two pages only. A subcommittee of the Steering Committee will evaluate proposals to ensure a diversity of ideas being shared. As of 2021, the PME-NA Steering Committee voted to require returning working groups to submit a report that discusses what transpired within your Working Group for the three days in the previous conference, and the theoretical underpinnings of your work. This report may also include the work that your group has planned for the year between conferences. The report must be submitted with the proposal for the current conference through All-Academic. The proposal for 2025 will not be considered without the report. This report will be published in the proceedings of the current conference.

Proposals must include (max two pages):

1. The topic, title, goal, and strategy to reach the goal of the working group;
2. The names of all researchers contributing (minimum of 2);
3. The name of the coordinator (corresponding researcher);
4. An outline of the theoretical background of the research topic;
5. An explicit statement of how the participants are expected to collaborate and/or exchange in the working group;
6. An explicit statement if the working group is a new initiative or a follow-up on previous PME-NA activities, as well as an indication of tentative follow-up activities at future PME-NA conferences (such as further WGs or colloquia);
7. A detailed description of the proposed organization of the WG, including thematic structuring, time structuring for three slots of 90 minutes each, as well as descriptions of planned presentations and participants’ exchange/collaboration activities; and
8. A maximum of 100-word description (not to be included in the two pages) for the conference program. Please insert this description after the reference section.

Reports must include (8 pages):

1. History of the work group;
2. Progress made both during and in between the conference;
3. Actions that were taken to include participants; and
4. Questions to address in the future.

Working groups that have been meeting for multiple years, and who are able to share what they have been working on, are invited to submit a proposal for a Research Colloquium instead.

Research colloquia

A Research Colloquium: focuses on a research topic of substantial interest within the PME-NA community that has been developed during multiple previous PME-NA (or PME) working groups.

Research colloquia:

• Involves longer planned presentations to share what has been done in previous meetings within the group.
• Is provided by at least two researchers who are actively working on the research topic.
• Should include time at the end of each session for participants to share their thoughts and ideas or ask questions about the work that has been created (it is recommended that the organizers consider sharing areas that would allow for some exchange of ideas, but this is not the focus of the colloquia).
• Covers three slots of 90 minutes each: and is represented via a two-page proposal in the conference proceedings (with additional pages for references).

Research Colloquia are subject to review in order to ensure the fit to the goals of PME-NA as an organization. Note: As of 2020, the PME-NA Steering Committee introduced this new session type, and limited proposal length to a maximum of two pages. A subcommittee of the Steering Committee will evaluate proposals to ensure a diversity of ideas being shared. As of 2021, the PME-NA Steering Committee voted to require returning Colloquia to submit a report that discusses what transpired within your Colloquia for the three days in the previous conference, and the theoretical underpinnings of your work. This report may also include the work that your group has planned for the year between conferences. The report must be submitted with the proposal for the current conference through All-Academic. The proposal for 2025 will not be considered without the report. This report will be published in the proceedings of the current conference.

Proposals must include:

1. The topic and title;
2. The names of all researchers contributing (minimum of 2);
3. The name of the coordinator (corresponding researcher);
4. An outline of the theoretical background of the research topic;
5. An explicit statement of the history of the working group;
6. An explicit statement of areas that will be open for discussion with participants to allow for an exchange of ideas;
7. A detailed description of the proposed organization of the colloquia, including thematic structuring, time structuring for three slots of 90 minutes each, as well as descriptions of planned presentations and participants’ exchange/collaboration activities; and
8. A maximum of 100-word description (not to be included in the two pages) for the conference program. Please insert this description after the reference section.

Reports must include (8 pages)

1. History of the Work Group or Research Colloquium;
2. Progress made both during and in between the conference; and
3. Questions to address in the future.

Please follow these guidelines carefully:

• 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.
• The final manuscripts (to be submitted by May 31, 2025) of accepted papers, posters and working groups need to be in English but can be published in two languages (English and Spanish; or English and French) in the proceedings. 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 May 31, 2025.
• Proposals should be anonymized: please remove all identifying information, such as names of author(s), author institution(s), funding sources and author references.
• All submissions should be in .docx format, not PDF, or any other word processing format.
• The most important thing for you to do in your proposal preparation is to use the .docx templates provided here: English Proposal Template and Spanish/French Proposal Template
• When working with the templates, you should always use the built-in Styles as defined in the .docx templates.
• You must choose a single strand for your proposal submission (see below). If you do not feel any of the strands fit your work, then choose the strand that most closely fits. We welcome all scholarship related to mathematics education.
• Keywords should be selected from those listed at Strands and Keywords. Although you must select a single strand, you can select multiple Keywords for your proposal.

• An individual may serve as the primary presenting author for only one research report.
• An individual may be a co-author on multiple research report proposals, however, the (co) author who electronically submits a proposal is committing to present the work at the conference and can do so for only one research report proposal. This person must also register for the conference by the speaker registration deadline for an accepted proposal to remain in the program.
• An individual may serve as the primary presenting author for no more than two posters.
• Currently, there is no limitation on the number of brief research reports a person can submit as the primary presenting author.
• Thus, an individual may submit one or more brief research reports and up to two poster proposals in addition to one research report proposal.

For Research Reports and Brief Research Reports, the following categories are scored on a 1–5 scale:

1. Choice of problem or theoretical foci 
2. Theoretical framework 
3. Mode of inquiry (empirical proposals only) 
4. Rigor of analysis or argument 
5. Interpretation or implications 
6. Addressing the theme 
7. Quality of writing 

Is it clear what issue the proposal addresses? Is the issue the proposal addresses an important one? Does the research build on and move an area of mathematics education forward?

Is the study or argument framed by theory? Does the study or argument employ a theoretical framework? Does the theoretical framework contribute to a deeper understanding of the question the study addresses?

Is the methodology clearly explained? Does the study employ a methodology appropriate for the question it investigates? Does the methodology contribute to answering the question(s) posed by the study?

For an empirical proposal, please consider the following questions: Does the proposal present data and analyses thereof? Does it do so in a way that is rigorous? Are the analyses supported by the data and methodology? 

For a theoretical proposal, please consider the following questions: Does the proposal offer a penetrating analysis of the issues? Does the proposal make a careful and clear argument for its theoretical contributions?

For an empirical proposal, please consider the following questions: Are the claims, conclusions, or suggestions made based in the study’s data? Are the implications of the work made explicit? Does the work contribute to a better understanding of the issue(s) addressed? 
For a theoretical proposal, please consider the following questions: Does the proposal extend our understanding of the issues? Does the proposal sharpen our understanding of distinctions that had not been made before or that were made weakly? Does the work have implications for practice at any level of mathematics (e.g., classroom teaching, research, policy)?

Does the proposal make meaningful connections to the conference theme? Are the connections to the theme apparent throughout the proposal? 

Does the proposal conform to the formatting style for the conference? Does the proposal display high-quality writing? Does the proposal communicate ideas effectively?

Reviewers will also have opportunities to provide written comments to the authors and to the strand leaders, who will compile the reviews and forward recommendations to the local organizing committee.

For posters, the following categories are scored on a 1–5 scale:

1. Choice of problem or question 
2. Response to issue 
3. Quality of writing

Is it clear what issue the proposal addresses? Is the issue the proposal addresses an important one? Is the issue of interest to members of PME-NA?

Does the proposal present a response to the issue it raises? Does the approach taken to responding to this issue seem sound? Would a poster describing the work be likely to benefit those who would see it?

Note: Since Poster proposals are only 1 page in length, questions about a study’s theoretical framework, mode of inquiry, the rigor of analysis and interpretation are collapsed into this category about the response to the issue communicated in the single-page proposal.

Does the proposal conform to the formatting style for the conference? Does the proposal display high-quality writing? Does the proposal communicate ideas effectively?

For working groups and research colloquiums, the local organizing committee will review all proposals collectively to determine a set that they feel will best serve the PME-NA community (e.g., address a diverse range of topics, and avoid similar working groups that will directly compete for participation). For groups that have met previously, The proposal will not be considered without the report from the 2024 Conference.

The paper and abstract for a working group might address the following:

• A maximum of 100-word description will be needed for the conference program.
• a brief history of the Working Group (number of times you have met before, what has been accomplished) or if this is a new working group, the history of the topic and rationale for starting a new working group.
• the issues in the psychology of mathematics education that will be the focus of the work;
• the plan for active engagement of participants in productive reflection on the issues;
• anticipated follow-up activities; and
• for groups that have met previously, the way(s) in which this paper builds on and extends previous work of the group.

Below is the list of stands for this year’s conference. You must select a single strand for your submission.

• Curriculum, Assessment, and Related Topics: This strand is for proposals that focus on curriculum analysis, development, implementation, or assessment and evaluation.
• Equity and Justice: This strand is for proposals that focus on marginalization, systems of oppression, or other similar issues related to mathematics education at any level or in any context. 
• Professional Development/ In-Service Teacher Education: This strand is for proposals that focus on in-service (practicing) teacher learning and professional development.
• Mathematical Knowledge for Teaching: This strand is for proposals that focus on teachers’ (or teacher educators’) mathematics knowledge in relation to teaching. 
• Mathematical Processes and Practices: This strand is for proposals that focus on topics related to mathematical processes or practices such as, but not limited to problem-solving, reasoning, proof, modeling, etc.
• Policy, Instructional Leadership, Teacher Educators: This strand is for proposals that focus on policy, reform, or instructional leadership, including proposals that focus on teacher leaders, coaches, or teacher educators as the subjects of research.
• Pre-Service Teacher Education: This strand is for proposals that focus on the development of prospective teachers and their knowledge, beliefs, and/or attitudes.
• Student Learning and Related Factors: This strand is for proposals that focus on students’ experiences and the influence of various factors (e.g., beliefs, identity, culture) on mathematical learning.
• Teaching Practice and Classroom Activity: This strand is for proposals that focus on analyzing the nature of classroom instruction and activity of students and teachers (e.g., discourse, culturally relevant pedagogy). 
• Technology and Learning Environment Design: This strand is for proposals that focus on the use and development of technology or digital tools for, and in, teaching and learning, on technology as curricular or assessment tools, and on the design of technology-based learning environments.
• Early Algebra, Algebraic Thinking, and Function: This strand is for proposals that focus on the teaching and learning of early algebra, algebra, and function.
• Geometry and Measurement: This strand is for proposals that focus on the teaching and learning of geometry, measurement, and spatial reasoning.
• Number Concepts and Proportional Reasoning: This strand is for proposals that focus on the teaching and learning of number concepts and proportional reasoning. 
• Pre-Calculus, Calculus, and Higher Math: This strand is for proposals that focus on the teaching and learning of precalculus, calculus, or higher levels of mathematics.
• Statistics, Probability, and Data Science: This strand is for proposals that focus on the teaching and learning of statistics, probability, and data science.

PME-NA 2025 list of keywords

• Advanced Mathematical Thinking
• Affect, Emotion, Beliefs, and Attitudes
• Algebra and Algebraic Thinking
• Assessment
• Calculus
• Classroom Discourse
• Cognition
• Communication
• Community-Based Praxis
• Computational Thinking
• Computing and Coding
• Culture and Asset-Based Pedagogies
• Curriculum
• Data Analysis and Statistics
• Design Experiments
• Doctoral Education
• Early Childhood Education
• Elementary School Education
• Equity, Inclusion, and Diversity
• Ethnomathematics
• First Nations and Indigenous Cultures
• Gender
• Geometry and Spatial Reasoning
• High School Education
• Identity and Agency
• Informal Education
• Instructional Activities and Practices
• Instructional Leadership
• Instructional Vision
• Integrated STEM / STEAM
• Learning Theory
• Learning Trajectories and Progressions
• LGBTQIA+
• Mathematical Knowledge for Teaching
• Mathematical Representations
• Measurement
• Metacognition
• Middle School Education
• Modeling
• Number Concepts and Operations
• Online and Distance Education
• Policy
• Precalculus
• Preservice Teacher Education
• Probability
• Problem-Based Learning
• Problem-Solving
• Professional Development
• Rational Numbers
• Rational Numbers & Proportional Reasoning
• Reasoning and Proof
• Research Methods
• Social Justice
• Special Education
• Standards
• Students with Disabilities
• Sustainability
• Systemic Change
• Teacher Beliefs
• Teacher Educators
• Teacher Knowledge
• Teacher Noticing
• Technology
• Undergraduate Education

Conference Co-Chairs

• Xiangquan (James) Yao, Ph.D.
• Andrea McCloskey, Ph.D.
• Rose Mary Zbiek, Ph.D.

Graduate Students

• Christian Kpotosu
• Jiexin (Jazz) Gan
• Gary Kaufman
• Mary Ajani
• Woranart (Winnie) Yoosook
• Derrick Keister
• Yuriko Brown
• Teresa Brown

Faculty Members of the Local Organizing Committee

• Rachael Eriksen Brown
• Hartono Tjoe
• Reuben Selase Asempapa