Abstract
This study aimed to longitudinally analyze the learning contents related to early algebra in the Korean mathematics curriculum. Curriculum documents and textbooks from the 3rd to the 2022 revised mathematics curriculum were analyzed to examine how learning contents related to early algebra were presented. As a result of this study, in terms of equivalent relationship, expression, equation, and inequality (EEEI) there was a substantial difference between the 3rd to 6th curriculum and the curriculum after the 7th, with the grades that dealt with each learning element changing greatly. In terms of generalized arithmetic (GA), it was revealed that arithmetic relationships were addressed only to the extent necessary for calculations in most curriculum. In terms of functional thinking (FT), from the 3rd to 6th curriculum, recursive patterns were not addressed, but various learning elements for covariational relationships were included. In contrast, after the 7th curriculum, recursive patterns were addressed, and learning elements related to covariational relationships were presented in an integrated manner. Based on these results, implications for future mathematics curriculum and textbooks were derived in relation to the teaching and learning of early algebra.
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