I remember in 2nd or 3rd grade sitting with my classmates on the floor and the teacher wrote something like 4 + ? = 7 on the board.
Without even mentioning the word variable, algebra, or any other terms, they began teaching us about these concepts.
They started with a problem where the answer is so easy everyone can get it. No formalization to start with, just, here's a simple example that you can immediately relate to. Only after doing this do you need to learn and understand the formalization and theory of the concepts.
I find the same is true in programming. Often to learn something new, it's better to copy and run a code snippet that does the new thing. Only after running it, seeing the result, seeing it work is the formalization and theory needed. Then you just rinse and repeat to get better and better at it.
As an aside: I think had the teacher asked us for a name as well instead of using the ?, we could have even started learning about using variables earlier. By our own laziness as kids, someone would likely have gotten tired of writing out "my number that I'm trying to find" + 3 = 7 and thought about shortening it by some degree. It would have felt empowering to have that insight come from a class mate, and if not, the teacher could always introduce it on their own.
ETA
I also had a college professor who started each new unit by explicitly motivating why we were going to learn, what we were going to learn, and how it related to what we just learned.
That context was a huge help in learning the material.
It's the principle of experiential learning. Pushing back such a basic concept of math would only disadvantage society.
Without even mentioning the word variable, algebra, or any other terms, they began teaching us about these concepts.
They started with a problem where the answer is so easy everyone can get it. No formalization to start with, just, here's a simple example that you can immediately relate to. Only after doing this do you need to learn and understand the formalization and theory of the concepts.
I find the same is true in programming. Often to learn something new, it's better to copy and run a code snippet that does the new thing. Only after running it, seeing the result, seeing it work is the formalization and theory needed. Then you just rinse and repeat to get better and better at it.
As an aside: I think had the teacher asked us for a name as well instead of using the ?, we could have even started learning about using variables earlier. By our own laziness as kids, someone would likely have gotten tired of writing out "my number that I'm trying to find" + 3 = 7 and thought about shortening it by some degree. It would have felt empowering to have that insight come from a class mate, and if not, the teacher could always introduce it on their own.
ETA
I also had a college professor who started each new unit by explicitly motivating why we were going to learn, what we were going to learn, and how it related to what we just learned.
That context was a huge help in learning the material.
It's the principle of experiential learning. Pushing back such a basic concept of math would only disadvantage society.