Building Algebraic Reasoning in Early Mathematics: Insights for Teacher Educators, Student Teachers, and Primary Mathematics Teachers

Ms Nandutu Rebecca, Soroti Dr Waninga Wily and Mr Olupot Amos
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Ms Nandutu Rebecca: Nyondo Core Primary Teachers’ College, Uganda, East Africa
Soroti Dr Waninga Wily: Teacher Training Institute, Kyambogo University, Uganda Martyrs University, Uganda, East Africa
Mr Olupot Amos: Katakwi High School, Uganda, East Africa

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 5520-5545

Abstract: This study investigates the development of algebraic skills among primary school learners, guided by six key objectives that address conceptual understanding, instructional strategies, cognitive benefits, teacher roles, assessment practices, and learning barriers. Anchored in literature review, classroom observations, and interviews with six mathematics teachers from upper primary classes, the research explores how both learners and educators understand and interpret algebraic concepts such as pattern recognition, generalization, and symbolic representation. The study identifies a range of effective instructional strategies used to nurture algebraic reasoning, including inquiry-based learning, use of concrete manipulatives, integration of technology, and the application of multiple representations to bridge the gap between arithmetic and algebra. Findings highlight that when these strategies are well implemented, students demonstrate enhanced problem-solving and critical thinking skills manifesting through conjecture, abstraction, and justification. Teachers are shown to play a pivotal role in scaffolding algebraic learning by facilitating discourse, designing tasks that encourage exploration, and adapting instruction to meet diverse learner needs. Assessment of algebraic skills among learners is largely formative, with teachers employing open-ended questions, group tasks, and diagnostic questioning to gauge conceptual understanding. Despite these efforts, several challenges were noted. Teachers reported limited instructional time, curriculum rigidity, resource shortages, and persistent learner misconceptions as major obstacles to effective algebra instruction. These findings underscore the need for targeted professional development, flexible curricular frameworks, and increased resource support. The study contributes valuable insights into how algebraic skills can be meaningfully developed in primary mathematics, offering practical implications for improving pedagogy, assessment, and systemic support in mathematics education.

Date: 2025
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