Aims
This topic study group of ICME 12 aims to provide a forum for exchanging insights in early mathematical learning derived from work in different research fields such as cognitive and developmental psychology, neuroscience, mathematics education and Early childhood education. The purpose is to build a picture of early mathematics learning based on a sound foundation. While much research has focused on children's learning of number, a growing body of work examines the learning of geometry and measurement in pre-school. TSG 1 will provide a forum for sharing this work and also explore how the learning of these aspects of mathematics in pre-school can be strengthened. The expansion of pre-school education in many countries, the realization that pre-school learning can have potential long-term positive effects on mathematical learning and increasing awareness about the needs of young children at-risk for mathematics difficulties, provide an immediate practical context for application of theoretical and empirical research. TSG-1 will hence include in its scope the connection between research studies and improvement of instruction, and the refinement of teaching and assessment resources.

Guidelines for submission 
We invite to submissions of abstracts (maximum of 500 words) to TSG1. Submissions could fall into (but are not limited to) the following themes:

• Improving early childhood mathematics learning: connecting research to practice
• Geometry and measurement in pre-school and toddler age.
• Mathematics through play or instruction? Tools for learning
• Pre-school teachers professionalism in mathematics education
• Readiness for success in school. Level of early mathematics a predictor for later mathematical outcomes?
• Different research designs in studies of early mathematics learning
• Methods in observing and assessing mathematics in early childhood
• Early childhood mathematics and relation to other developmental areas