As the global focus on early STEM education intensifies, there is growing recognition of the need to develop foundational algebraic thinking from the earliest stages of formal schooling. Algebra is no longer reserved for upper primary or secondary years; instead, it is increasingly understood as a form of relational reasoning that can and should be cultivated in the early years. Patterning, generalisation, and functional thinking form the backbone of this emerging domain in early mathematics education.

Despite this recognition, our review reveals that research on algebraic thinking and pattern generalisation in early childhood and lower primary contexts remains limited and unevenly distributed. Much of the existing literature is concentrated in North America, Europe, and parts of Asia, with minimal representation from African or multilingual education systems. This geographical imbalance has implications for the development of inclusive and contextually responsive pedagogies. Furthermore, early algebra is often narrowly defined or fragmented within broader mathematics education studies, limiting its visibility as a distinct and urgent field of inquiry.

Through a bibliometric analysis of peer-reviewed literature published over the last decade, this paper maps key themes, trends, and omissions in how early algebraic thinking is conceptualised and investigated. We highlight dominant research focuses—such as visual-spatial reasoning, manipulatives, and generalisation strategies—and contrast these with areas that remain under-explored, including classroom implementation in under-resourced schools, teacher training for early algebra, and culturally relevant approaches to patterning and structure.

Our findings suggest that while there is growing academic interest in this field, the depth, diversity, and contextual richness of studies on early algebraic reasoning are still lacking. This paper makes the case for a more expansive and equitable research agenda that prioritises foundational algebra not only as a cognitive goal but as a pedagogical and social imperative. We conclude by identifying critical directions for future research that centre the realities of learners and teachers in early childhood and primary settings, especially in the Global South.

Keywords: Algebraic thinking, early childhood education, pattern generalisation, early mathematics, bibliometric review, Global South, foundational STEM.