Relational thinking in early algebra learning: a systematic literature review

Abstract

Algebraic thinking in early grades has taken a lot of researchers’ attention since a few decades ago until now. A number of students ‘difficulties in learning early algebra have been linked to deficiencies in learning during students’ transition from arithmetic to algebra. This study aims to analyze relational thinking; a way of thinking that is a bridge between arithmetic thinking and algebraic thinking. Through a systematic literature review method, researchers analyzed 26 articles from at least 20 journals. Researchers focus on the characteristics of relational thinking, its relation to early algebra learning, and the problems and teaching solutions that have been raised by previous researchers. As a result and implication, various lesson designs that develop this type of thinking have been presented as solutions to the many problems associated with early algebra learning. This research is expected to be the basis of how to make lesson designs that can anticipate deficiencies in arithmetic learning when students have entered early algebra learning.