Global Insights into Early Algebra: A Cross-Country Analysis of Elementary Curricula

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Abstract

This study examines the early algebraic learning experiences and opportunities designed for elementary grades in Indonesia, Taiwan, and the United States by analyzing and comparing their curricular materials. The findings highlight significant disparities in the presentation of early algebra content, representational forms, and contextual features across the textbooks. The U.S. textbook stands out for its focus on the triad of algebraic thinking elements (Stephens et al., 2017)—generalizing arithmetic, functional thinking, and quantitative reasoning. The Taiwanese textbook leans towards generalizing arithmetic and quantitative reasoning, while the Indonesian textbook primarily focuses on functional thinking. This paper provides valuable insights into early algebraic education and could effectively guide curriculum design to foster enhanced algebraic thinking among elementary students.

Authors

• Iwan Andi Jonri Sianturi, SUNY - College at Oswego

• Manto Lumban Gaol, State University of Medan