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These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place October 14-18, 2020; it was postponed, due to the COVID pandemic. In accordance with the major goals of PME-NA that include promoting international contacts and stimulating interdisciplinary research, the theme was proposed as "Entre Culturas/Across Cultures". The goal of the theme was an academic exchange that would reflect the ample diversity of ways of teaching and learning of mathematics, and of the tools and communities involved in mathematics education; as well as an exploration of how the differences in cultures imply a need to consider how research results can be taken into account in varying contexts. The papers comprise 80 Research Reports, 190 Brief Reports, 147 Poster Presentations, 10 Working Groups, 2 Research Colloquia, and Plenary and special lectures. The program also includes a special tribute to Eugenio Filloy and a tribute to the PME-NA members who were affected by the COVID-19 pandemic. [These proceedings were produced with Cinvestav (Centro de Investigación y de Estudios Avanzados del IPN), México and AMIUTEM (Asociación Mexicana de Investigadores del Uso de Tecnología en Educación Matemática, A.C.), México. Individual papers are indexed in ERIC.]

The skill level and degree of cultural difference of immigrants likely play an important role in determining support for increasing levels of immigration. However, research focusing on the impact of these characteristics on attitudes toward immigration is scarce. This paper contributes to the existing literature by examining how attitudes toward immigration of respondents from 19 European countries are influenced by the skill level of immigrants (professional versus unskilled), their origins (Europe versus non-Europe), and the interaction between skills and origins. Our analysis exploits the split ballot experimental design built into Round 7 of the European Social Survey, which enables us to isolate the impacts of skills and origins in determining support for increased immigration. We find that Europeans care more about skill than origins in determining support; however, there is wide variation across the 19 countries examined both in the importance of skills versus origins, and in the extent to which skill preferences depend upon origins and origin preferences depend upon skill level. [ABSTRACT FROM AUTHOR]