This thesis reimagines the teaching and learning of early algebra for students in grades K-3 in light of current socio-ecological crises. While early algebra has primarily been justified as preparation for later mathematical studies, I argue that algebraic thinking is also a key component of critical citizenship: it can help young students recognize, question, and act on the relationships, models, and values that shape their life-worlds.

The overarching aim is to examine how to create conditions that enable students in the early grades to participate in algebraic activity, first focusing on algebraic development and then expanding to citizenship within a socio-ecological context. Across three phases of work, the thesis brings together Learning Activity Theory (LAT) and Critical Mathematics Education (CME) and uses them in complementary ways. This theoretical combination broadens prevailing definitions of algebraic activity and reveals its educational possibilities.

Part 1 (my licentiate thesis) explores aspects of teaching that create conditions for students in grades K–3 to engage in algebraic work. Part 2 critically examines influential overview literature in early algebra to analyze which “powerful algebraic ideas” are foregrounded, revealing a predominance of logical and psychological framings and a relative scarcity of cultural and sociological framings connected to citizenship. Part 3 explores critical problem situations for early algebra within the socio-ecological. In this third part, a research team consisting of in-service teachers, pre-service teachers, teacher educators, and researchers has been developing the concept of Algebraic Wicked Problems (AWPs) to integrate early algebra and the socio-ecological into students’ work.

The main contribution of this thesis is a conceptualization of AWPs as five interrelated features. Another contribution highlights the powerful complementarity between LAT and CME. These results suggest directions for curricula and pedagogy that position early algebra as both a form of mathematical development and preparation for critical citizenship in uncertain socio-ecological times.