Aims
Measurement - as well as related topics of geometry - forms an important mathematics domain on the level of both primary school and pre-vocational secondary school in many countries. At this level it relates primarily to quantifying certain aspects of real world physical objects such as the length, area, capacity, weight/mass, temperature or volume of objects, and to the reconstruction and application of the current measuring systems in a country (metrical or non-metrical). It also includes the use of measuring instruments such as the folding ruler and measuring tape, the measuring jug and the kitchen scale.
Related geometrical topics include understanding of and working with the concept of scale, and the reconstruction and application of formulas for the area of a rectangle, triangle and other geometrical figures.
Although measurement and related geometry are widely considered an essential part of the curriculum, in many countries there seems to be a lack of attention to this domain, especially as far as practical measuring activities are concerned. Research suggests that it is mainly a lack of insight in the basic principles of measurement of students that sometimes leads to a poor knowledge of this domain.
TSG-8 addresses researchers, curriculum developers and reflective practitioners (teachers) working in the field of measurement and related geometry on the level of primary school. It aims at providing a forum for generating discussion, exchanging insights and establishing a state of the art sketch of the domain, including indications for the status of measurement as a foundation for advanced mathematics domains such as statistics and integral calculus.

Call for contributions
We invite submission of proposals for contributions to TSG-8 that could fall into (but are not restricted to) the following themes and issues:

• Theoretical perspectives on mathematical growth of students' thinking related to measurement;
• The development of measurement sense in students as a foundation for grasping the basic principles of measurement;
• Connections between measurement and related domains such as number sense and decimal numbers;
• Curriculum development and implementation related to measurement, for instance comparative analysis of different measurement curricula;
• Instructional approaches to foster students' development related to measurement;
• Methods of observing and assessing mathematical proficiency related to measurement, for instance tools to assess students' ability or growth in measurement;
• Understanding of students' successes and difficulties in measurement and related geometry, for instance problems with the reconstruction and application of formulas for the area and perimeter of rectangular figures;
• Culturally defined tools and practices for measurement and cultural supports for the learning and teaching of measurement.

• Research papers (e.g., regular reports on research projects and results, with discussion)
• Short oral presentations (e.g, presentations related to reflected instructions on measurement (such as best practice lessons), or brief communication of research agenda or issues)
• Poster presentations (e.g., dynamic communication through a visual display)