PME-NA 2018 CONFERENCE PROCEEDINGS GUIDELINES

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 G

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

Limit Proposal Due Date Final Paper Due Date

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 2 or 4 authors —for 4 authors use format below twice)

Author1 Presenting Author(s) Underlined

OR (for 3 or 6 authors — for 6 authors use format below twice)

Western Michigan University University of Toronto Universidad Autónoma de Sinaloa

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 (12-point) 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 do 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 do 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].

1 The first enumerated paragraph should be presented in this manner

2 The second paragraph …

3 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

Figure 1: PME-NA 2018 Banner

Endnotes

Endnotes should be used only in extreme cases Use the endnote function of Microsoft Word;

do 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

213-220) 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

Affect, Emotion, Beliefs, and Attitudes Afecto, Emoción, Creencias, y Actitudes

Geometry and Geometrical and Spatial Thinking Geometría y Pensamiento Geométrico y Espacial

Instructional activities and practices Actividades y Prácticas De Enseñanza

Learning Trajectories (or Progressions) Trayectorias de Aprendizaje (O Progresiones)

Mathematical Knowledge for Teaching Conocimiento Matemático para la Enseñanza

Teacher Education-Inservice/Professional

Development

Capacitación Docente / Desarrollo Profesional