摘要：During the primary grades, young children work with patterns. At an early age, children have a natural love for Mathematics, and their curiosity is a strong motivator as they try to describe and extend patterns of shapes, colors, sounds, and eventually letters and numbers. At a young age, children can begin to make generalizations about patterns that seem to be the same or different. This kind of categorizing and generalizing is an important developmental step on the journey toward Algebraic thinking. Algebra instruction has traditionally been postponed until adolescence, because of the assumptions about psychological development and developmental readiness. Concrete operational children tend to be capable of mental operations as long as they relate to real objects, events, and situations. As they mature, they are able to work with more abstract concepts without the aid of concrete objects. The study attempted to determine the effect of using pictorial models on the Algebraic thinking skills of grade three pupils. The one-group pre-test – post-test experimental research design was used in this study. Twenty-eight grade three pupils participated in the study. To determine the effect of using pictorial models, an Algebraic thinking skills test was given to the pupils before and after using pictorial models. Results showed that the use of pictorial models significantly improved the Algebraic thinking skills of the pupils. Interviews from the pupils revealed that pictorial models helped them to solve problems easier. The findings suggest that Algebraic thinking can be taught even at the early age.
关键词：Algebraic Thinking; Young Children; Patterns; Letters and Numbers; Pictorial Model
