Investigating algebraic thinking in 60-72 month preschoolers

Although some argue that it is too early for young children to engage in mathematical activities, research suggests that young children's minds are developmentally ready for mathematics. In this context, this research aimed to examine the algebraic thinking skills of 60-72-month-old preschool students. This study aims to examine how 60-72-month-old preschool children develop algebraic thinking skills, conceptualize mathematical ideas, and utilize various strategies in their problem-solving processes. The study included eight children aged 60-72 months studying in a state kindergarten with middle-to-high socioeconomic background located in Eskişehir province. Data were collected using clinical interviews, video recordings of children's actions and discourses, and children's drawing sheets. The data were analyzed in the context of Analytical Thinking, Structural Thinking and Functional Thinking subcomponents of algebraic thinking. As a result, it was observed that children used four different strategies while forming different combinations of numbers, they interpreted equality as equivalence and sameness, in the context of functional thinking young children made iterative relationships, some children had difficulty in making functional relationships, and some children were able to make functional relationships. It was also observed that children use physical objects, drawings and words to explain their thoughts, children's mathematical level was higher than previously thought and that they were able to form concepts in their minds without naming them.