Pme-na 2016 conference proceedings formatting Guidelines poster papers written in english
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- Please do not alter the formatting in order to squeeze in just a few more lines
- Session Type Page Limits Abstract Limit Due Date
- First Level Heading [Style: PMENA-Heading 1]
- Second Level Heading [Style: PMENA-Heading 2]
- Table 1: Conference Deadlines
- Figure 1.
| PME-NA 2016 CONFERENCE PROCEEDINGS Formatting Guidelines
POSTER papers written in english Compiling final papers into the proceedings is a time consuming process. We appreciate your help with this by adhering to these directions. We will need to return (or, sadly, reject) papers that do not follow these guidelines. You are REQUIRED to use the Microsoft PMENA styles template file which can be downloaded from the conference website: http://pmena2016.org/content/final-paper-guidelines. Use of these templates will ensure that all papers have the same formatting and can be more easily compiled.
Proposals written in Spanish: For proposals written in Spanish, your final paper should include the Spanish version of the final paper, followed by the English translation. Please use the SPANISH template http://pmena2016.org/content/final-paper-guidelines. Unblind your manuscript. Because proposals were blind when initially submitted to the proposal system, be sure to include in the final manuscript author name(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. As you make these changes, please be sure your paper stays within the page limits. Pay attention to your session type: Many sessions were accepted in an alternative format. Please be sure to check your submission to see if the session type changed (i.e. from research report to brief research report or to poster) and shorten your manuscript as necessary. Microsoft Word file: Submit your manuscript as a Microsoft Word document file (.doc or .docx). If you submit in another format, we will not be able to include your paper in the proceedings. Citation software: If you have used Endnote, Zotero, Mendeley, or other citation software for your references, you must remove field codes from your document. Otherwise your citations and reference list may become corrupted when we compile the papers into the conference proceedings and we will have to sadly send your paper back to you. Upload your final papers to All Academic. This will need to be done by the author who submitted the proposal. Go to http://convention2.allacademic.com/one/pmena/pmena16/ and log in. Under the “Submitter Menu” click “Read Reviews/Upload Papers”. Under “Submissions”, to the right of the proposal, click “Upload”. This will direct you to a window for uploading your proposal. The following is an example of PMENA formatting. This formatting is for an English only final paper. If you are submitting a Spanish paper with an English translation, see http://pmena2016.org/content/final-paper-guidelines. PAPER GUIDELINES The maximum 15-word title of the paper is centered, all uppercase, bold, Times New Roman 12-point font, followed by a single (10-point) blank line (done automatically by the style formatting) [use PMENA-Title style]. Author, institution, and email are set on three lines, centered, single-spaced, as follows [use PMENA-Author style for single author; PMENA-Author Multiple 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 August 1, 2016 to remain on the program. Angela M. Garcia University of Arizona agarcia@email.arizona.edu OR (for 3 authors) if you have 2, 4, 5, or more authors, see the template for details Francis Hill Susanna M. Roy Maria S. Sanchez Western Michigan University University of Toronto Universidad Autónoma de Sinaloa francishill@wmich.edu smroy@utoronto.ca mariasanchez@uasnet.mx Keywords: The abstract should be followed by at least one and at most four key words from the keyword list appended to this document. Final manuscripts for posters should include keywords. There is a 10 pt. space after keywords. Separate key words by a comma but do not put a period at the end as follows: Curriculum, Secondary Mathematics, Teacher Knowledge [use PMENA-Keywords 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]. The style should automatically 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. 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 [Style: PMENA-Heading 1] Text begins here. First Level Headings [use PMENA-Heading 1 style] should be centered, bold font, with only the first letter of each word capitalized. Each First Level Heading should be preceded by a 10-point space (done automatically by the style formatting), but should not be followed by a blank line. Indent the first line of text ¼ inch after a First Level Heading. Second Level Heading [Style: PMENA-Heading 2] Text begins here. Second Level Headings [use PMENA-Heading 2] 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 heading. Text begins here. [Style: Normal PMENA; put heading and period in bold] Third Level Headings 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 PMENA-Block Quote 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. (author, year, page number) Resume text after quote here (Indent only if new paragraph) [Style: Normal PMENA]
Resume text after transcript here (Indent only if new paragraph) [Style: Normal PMENA] 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 lines or paragraphs, use bullets [use PMENA-Bullet list style] or Arabic numerals [use PMENA-Number list style]. Use the automated bullets or numbering in Microsoft Word, which will provide the appropriate indentation of each line. The first enumerated paragraph should be presented in this manner. The second paragraph … The third paragraph … OR 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 12 pt. spaceblank 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. Figure title use sentence case. Then write a brief explanation. 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 PMENA Reference 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. Yackel, E., & Cobb, P. (1996). Sociomathematical norms, argumentation, and autonomy in mathematics. Journal for Research in Mathematics Education, 27, 458-477. List of Keywords 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
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