This book highlights new developments in the teaching and learning of algebraic thinking with
5- to 12-year-olds. Based on empirical findings gathered in several countries on five
continents it provides a wealth of best practices for teaching early algebra. Building on the
work of the ICME-13 (International Congress on Mathematical Education) Topic Study Group 10 on
Early Algebra well-known authors such as Luis Radford John Mason Maria Blanton Deborah
Schifter and Max Stephens as well as younger scholars from Asia Europe South Africa the
Americas Australia and New Zealand present novel theoretical perspectives and their latest
findings. The book is divided into three parts that focus on (i) epistemological mathematical
aspects of algebraic thinking (ii) learning and (iii) teaching and teacher development. Some
of the main threads running through the book are the various ways in which structures can
express themselves in children's developing algebraic thinking the roles of generalization and
natural language and the emergence of symbolism. Presenting vital new data from international
contexts the book provides additional support for the position that essential ways of thinking
algebraically need to be intentionally fostered in instruction from the earliest grades.
