PRIME at PME-NA 2017 Conference
- Oct 10, 2017
Several PRIME doctoral students and faculty members attended the thirty-ninth Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) in Indianapolis, Indiana on October 5-8, 2017.
Younggon Bae, Tonya Bartell, Kristen Bieda, David Bowers, Sunghwan Byun, Corey Drake, Alden J (AJ) Edson, Taren Going, Beth Herbel-Eisenmann, Amanda Opperman, Molade Osibodu, Amy Ray, and Kevin Voogt presented their research at the annual conference.
The conference venue, the Crowne Plaza Indianapolis Downtown, was originally built as part of America's first Union Station, with a unique blend of historic treasures and modern conveniences. The conference theme was Synergy at the Crossroads: Future Directions for Theory, Research, and Practice.
The metaphor of crossroads was inspired by the conference venue —the historic Indianapolis Union Station, as well as by the State motto, a reference to how Indiana is connected to the rest of the United States.
PME-NA 39 encouraged research presentations, discussion, and reflection focusing on four driving questions connecting to the metaphor of crossroads: 1) What have we learned from the routes we have traversed, what are potential routes for mathematics education research in the future, and what considerations are relevant as we make choices about future directions in mathematics education? 2) How do we address issues of access and equity within mathematics education today? 3) How can we lay the groundwork for future crossroads or intersections between theory, research, and practice? and 4) What barriers within research traditions, educational policy, and teaching practice impede researchers', students' and teachers' success and how can we work to overcome these barriers?
The major goals of PME-NA are 1) To promote international contacts and the exchange of scientific information in the psychology of mathematics education; 2) To promote and stimulate interdisciplinary research in the aforesaid area, with the cooperation of psychologists, mathematicians and mathematics teachers; and 3) To further a deeper and better understanding of the psychological aspects of teaching and learning mathematics and the implications thereof.