Abstract:This paper presents a case study of algebraic thinking in the Chinese elementary school mathematics curriculum. The overarching goal of learning algebra in the Chinese elementary curriculum is to help students better represent and understand quantitative relationships. The algebraic emphasis in Chinese elementary school mathematics is related to three of the four goals specified in the NCTM’s Principles and Standards for School Mathematics. Equation and equation solving are the big ideas emphasized by the curriculum. Other big ideas are ratio and proportion, variables, and function sense. This curriculum is intended to develop at least three thinking habits for students: (1) Examine quantitative relationships from different perspectives; (2) Relate reverse operations with equation solving, and (3) Generalize from specific examples.