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Korea, as represented by the Korea Institute for Curriculum and Evaluation (KICE), is pleased to present a National Presentation at ICME-12. We think this is a precious opportunity where we can introduce the mathematics education in Korea.

Mathematics education in Singapore is a shared responsibility of the Ministry of Education (MOE) and the National Institute of Education (NIE). The MOE overseas the intended, implemented and attained curriculum in all schools while the NIE is involved in teacher preparation and development and also research in mathematics education. Therefore this report has two sections respectively, the first describes the education system and school mathematics curricula while the second briefly provides relevant information on teacher preparation and development and mathematics education research in Singapore.

The United States of America was honored to be invited to make one of the National Presentations at the 12th International Congress on Mathematical Education in Seoul, Korea.

A proposal to make a national presentation on the status of mathematics education in India at ICME-12 was sent by the Indian National Science Academy to the Chairman of the International Programme Committee in February, 2011. After the proposal was accepted, a Steering Committee was formed to oversee the preparation of the National presentation. A national initiative was launched to identify initiatives and innovations in mathematics education in India and to bring diverse groups working to improve mathematics education together on a common platform.

On the occasion of the 12th ICME, the Spanish Committee of Mathematics Education decided to prepare a national presentation entitled Spanish Cultural Heritage.

The full version of the selected Regular Lectures will be published in Volume 2 of the ICME-12 proceedings, forthcoming in early 2015.

At the present time, research into mathematics education in the early years is receiving 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.

Co-chairs: Ansie Harding (South Africa), Juha Oikkonen (Finland); Team Members: Christopher Sangwin (UK), Sepideh Stewart (New Zealand), Miroslav Lovric (Canada), Sung-Ock Kim (Korea); Liaison IPC Member: Johann Engelbrecht (South Africa).

Co-Chairs: Peter Taylor (Australia), Roza Leikin (Israel); Team members: Viktor Freiman (Canada), Linda Sheffield (USA), Mihaela Singer (Romania), Bo Mi Shin (Korea); Laison IPC Member: Shiqi Lee (China).

Around the world, a considerable number of primary and secondary teachers are involved in teaching mathematics to special educational needs learners (“SEN-L”) and a fair proportion of teacher educators are involved in preparing these teachers.