Abstract
This chapter reports two studies that examined the early algebraic thinking of Korean students. Firstly, it deals with students’ understanding of the equal sign, expressions, and equations as they progress through elementary school. Secondly, it investigates how third graders respond to diverse assessment items related to early algebraic thinking . The overall results show high percentages of correct answers. Whereas a majority of students showed a tendency to use computation, a detailed analysis of strategies used by students indicated some were capable of employing a structural approach. This chapter closes with discussions of the development of early algebraic thinking through the mathematics curriculum and the relationship between computational proficiency and algebraic thinking.
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