ALGEBRAIC THINKING IN EDUCATION

 

Introduction

Algebraic thinking is one of the key components in mathematics education. It refers to students’ ability to identify patterns, make conclusions, establish relationships between variables, and solve problems using mathematical symbols. This type of thinking is not only crucial in learning algebra itself but also plays an important role in developing higher-order mathematical thinking skills.

Importance of Algebraic Thinking

In the context of education, algebraic thinking helps students think abstractly and recognize relationships behind numbers and operations. It enables students to understand concepts in a general sense, rather than merely memorizing solution steps. For example, when students realize that “odd number + odd number = even number,” they have started forming a generalization within the context of algebra.

Algebraic thinking also provides a strong foundation for advanced topics such as trigonometry, calculus, and statistics. It equips students with problem-solving skills, logical reasoning, and systematic thinking skills that are valuable in various fields such as science, engineering, and technology.

The Role of Teachers and Curriculum

Teachers play a crucial role in fostering algebraic thinking among students. According to Blanton and Kaput (2003), teachers need to create a teaching and learning environment that encourages students to ask questions, explore, try various strategies, and explain their thinking. Teachers can use open-ended questions such as:

• “How do you know this is correct?”
• “Can this be applied in all situations?”
• “What patterns do you see?”

The curriculum, on the other hand, should provide space for activities that emphasize algebraic thinking, not just procedural knowledge. This includes identifying patterns, representing situations using variables, and making predictions based on relationships for example, what happens when coffee is mixed with milk.

 

Challenges and Suggestions

One of the main challenges is students’ tendency to rely on formulas without understanding the underlying concepts. Additionally, some teachers still teach algebra in a traditional manner, focusing on mechanical exercises without exploring the true meaning of mathematical symbols and structures.

To address this issue, the curriculum should emphasize algebraic thinking from the early stages of primary school. Inquiry-based activities, pattern exploration, and visual models can help students make connections between concepts and strengthen their understanding.

 

Conclusion

Algebraic thinking is not merely a mathematical skill, it is a comprehensive way of thinking. By building a strong foundation in algebraic thinking, students not only master in algebra but also, they are prepared to face intellectual challenges across various fields. Therefore, educators and curriculum policymakers should emphasize on integrating algebraic thinking in education system.

Thus, it is suggested that teachers or educators cultivate positive attitudes toward learning mathematics, as such the attitudes significantly influence how students respond to the subject, particularly in the area of algebra. Teachers can encourage students to develop algebraic thinking through classroom tasks. For example, by providing opportunities for students to solve problems through investigation, reasoning, exploration, and forming mathematical conjectures. Through this approach, students will build confidence in solving problems, and the knowledge gained will become more meaningful.

 

Reference

1. Blanton, M. L., and Kaput, J. J. (2003). Developing elementary teachers’ “algebra eyes and ears”. Teaching Children Mathematics, 10(2).
2. Greenes, Carole E., and Rubenstein, Rheta N. (2008). Algebra and Algebraic Thinking in School Mathematics. The National Council of Teachers of Mathematics.
3. Lee, L. (2001). Early algebra – But which algebra? In H. Chick, K. Stacey, J. Vincent & J Vincent (Eds.), The future of the teaching and learning of algebra (Proceedings of the 12th ICMI Study Conference, pp. 392 – 399). Melbourne, Australia: University of Melbourne.
4. Windsor W. (2010). Algebraic thinking: A problem solving approach. In: Sparrow L, Kissane B, Hurst C, editors. Shaping the future of mathematics education (Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia. Fremantle, WA: MERGA). 
5. Van de Walle, J. A., Karp, K., and Bay-Williams, J. (2011). Elementary and middle school mathematics: Teaching developmentally. Boston, MA: Allyn & Bacon.

 

Author

Pn. Munirah Kamal

Unit Matematik,

Pusat Asasi Sains Universiti Putra Malaysia (ASPutr

Date of Input: 29/07/2025 | Updated: 04/08/2025 | hasniah