Conceptual depth of number and algebra materials in elementary school mathematics: a comparison of Indonesian and Chinese curricula

Satrianawati Satrianawati; Wen Heng  Fu; Fitri  Indriani

doi:10.12928/fundadikdas.v9i2.15786

Authors

Satrianawati Satrianawati Ahmad Dahlan University, Yogyakarta
Wen Heng Fu Harbin Normal University, Harbin, Heilongjiang
Fitri Indriani Universitas Ahmad Dahlan, Yogyakarta

DOI:

https://doi.org/10.12928/fundadikdas.v9i2.15786

Keywords:

Comparative content analysis, Primary school curriculum, Numbers, Algebra

Abstract

This study presents a comparative content analysis examining the conceptual depth of Number and Algebra instruction in the primary school curricula of Indonesia and China for Grades 1 and 2. The primary objective is to analyze variations in how foundational concepts such as number introduction, basic operations, symbol awareness, patterns, and quantitative relationships are introduced to support pre-algebraic thinking. The findings reveal that the Chinese mathematics curriculum integrates pre-algebraic concepts earlier, more intensively, and at a higher level of abstraction than the Indonesian curriculum. China’s curriculum places strong emphasis on quantitative relationships and symbolic reasoning, providing a structured bridge from basic arithmetic to formal algebra. In contrast, the Indonesian curriculum focuses primarily on mastering simple numerical operations within prescribed limits. These findings highlight the need to strengthen the pre-algebraic framework within the Indonesian curriculum specifically by enhancing place-value comprehension, relational reasoning, and symbol awareness to better prepare students for higher-level mathematical challenges. The study recommends adopting systematic curriculum practices to reinforce students’ mathematical foundations from an early age.

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