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Introduction: The Aim and the Focal Topics

At the present time, research into mathematics education in the early years is receiving much attention internationally. There is much debate about whether mathematics teaching/learning in the early years should be about supporting children to develop their own interests or to prepare them for school. Alongside this debate is interesting research which shows young children's capabilities on working abstractly with a range of mathematical topics, previously considered too advanced. This topic study group of ICME 12 aimed to provide a forum for exchanging insights in early mathematical learning. While much research has focused on children's learning of number, a growing body of work examines the learning of geometry, measurement and other mathematical topics in preschool. TSG 1 provided a forum for sharing this work and exploring how the learning of these aspects of mathematics in pre-school can be strengthened. It also supported discussion of the preschool teacher education across different countries.

Participants took part in four sessions. Three sessions (1, 2, and 3) were devoted to research and project presentations and the discussions based on these presentations. Session 4 was organised as a discussion to outline a general research agenda. This session finished with a proposal for the group to write a book.

Presentations

Six presentations were made by researchers from 5 different countries. From Korea, Haekyung Hong discussed how after preschool mathematics classes had little academic gain for children even though many Korean children attended these classes. There were two presentations from Sweden where preschool children are expected to learn through play. In the first presentation by the research group Små Barn Matenatik, videos of children playing at one preschool were analysed using Alan Bishop's 6 mathematical activities. The second presentation by a Swedish graduate student, Laurence Delacour, discussed preschool teachers' adoption of a new curriculum from the perspective of the didactical contract. Oliver Thiel from Norway described a comparative study between Germany and Norway that looked at preschool teachers' competencies. Although most research on mathematics education in preschool tends to be about older children, Shiree Lee, New Zealand, presented research on very young children's exploration of space. The final presentation was by Brian Doig on a paper written with Connie Ompok on a cross-country investigation of games used to assess young children's mathematical knowledge.

Nosisi Feza, from South Africa, presented her poster about preschool teachers' knowledge of teaching mathematics and linked this to concerns about inequitable opportunities to learn.

Final Session

The final session was taken up with a general discussion about how mathematics education in preschools in different countries was conceptualised. In Sweden, 95 % of children attend preschool from the age of 12 months. They do not begin school until 7 years old and have an intermediate year, called preschool class, which still works with the preschool curriculum but acts as a bridge to school. However, in other countries a much smaller proportion of children attend preschools and school can begin as early as 4 years old (Ireland). Very few countries have a formal preschool curriculum and when they do there are differences between whether the focus is on the opportunities that preschools provide or on what children should learn. Preschool teacher education also differs with some countries requiring at least some staff at preschools to be university educated to other countries where staff have school qualification (Germany). Regardless of the education that preschool teachers have had, it seems that many governments are implementing professional development programs for teachers.

The active interest of governments in setting policies for early childhood sector makes this one of the most rapidly changing education fields in mathematics education. Consequently, one outcome of this topic group was the suggestion that a book should be written to document the current situation across the world.

Nosisi Feza from South Africa formulated the book proposal and our next step is to look for a publisher.

Framework for the Early Childhood Development of mathematics education across countries.

Introduction

  • How is ECD mathematics education perceived in your country? What components of ECD are seen more important than others? What is the status of ECD provision generally and who is responsible for providing ECD facilities? What is the role of parents in the decision making? What drives ECD provision?

Historical Background

  • The history of mathematics early childhood development in each country in terms of policies, national plans and challenges

  • Reasons for change if any

Current Status

  • Structural levels of ECD in your country e.g., ECD age range, beginning of formal schooling, preschool ages and structures etc.

  • ECD policies

  • Types of ECD facilities and their purpose

  • Purpose of ECD provision generally

  • Funding sources for ECD provisioning

  • Departments that affiliate to ECD

  • Access to ECD facilities in different settings

  • ECD educator qualifications and training

Mathematics Education

  • Visibility of mathematics education in Policies

  • Curriculum with the focus to mathematics education

  • Research and research funding on mathematics education in early years

  • Monitoring systems for implementation of mathematics in ECD

  • Regarding the current literature on early childhood education where is your country?

  • What programmes and actions are taken towards ECD mathematics development in your country?

  • What gaps do ECD mathematics practices have

  • Diversity in the mathematics exposure from home to care and other ECD facilities

  • What conclusions does the data make?

  • What suggestions are conclusions making for policy, practice, and research of mathematics education in the ECD of your country