Networked multiple approaches to developing functional thinking in elementary mathematics textbooks: a case study in China

By focusing on functional thinking (FT), the core component of algebraic thinking, this study aimed to explore the features of developing FT in textbooks from grades 1 to 6 by examining a popular reform-oriented mathematics textbook series in China. A framework of FT developed by Pittalis and colleagues (2020) was used to examine the FT related tasks in the textbook series. Based on a fine-grained coding analysis, it was found that multiple modes of FT are intended to be developed since the very beginning of elementary school. Multi-modes of FT have been developed and evolved simultaneously and progressively as grades increase, serving as an enhancement for arithmetic learning. Different types of FT tasks provide various opportunities for students to explore these multi-modes of FT while learning and consolidating arithmetic across grades