Many studies highlight the challenges students face when transitioning to algebra at the secondary level. Introducing algebraic concepts and fostering algebraic thinking at the primary level can help mitigate these difficulties. Prior to formal algebra instruction, early algebra can be cultivated as a mode of thinking known as algebraic thinking. Several international curricula, such as Singapore Math, incorporate early algebraic thinking into the early stages of schooling. Singapore Math, renowned for its high performance in international assessments, has been widely adopted by schools seeking to replicate its success.
This study compares two primary-level mathematics curricula—CCSSM-aligned textbooks and Singapore Math—specifically focusing on the integration of early algebraic thinking. Data were collected through a coding scheme developed by the researcher, which identifies algebraic thinking activities in the textbooks of both curricula for grades 1 through 6. Data analysis involved comparing the frequency of these activities in relation to existing literature to assess and contrast the two curricula.
While both curricula share similar goals and standards, the findings reveal distinct strengths in each approach to teaching early algebraic thinking. Based on these findings, the study offers recommendations for curriculum design and suggests directions for future research.