{shrug} That tallies with our observations.
DD was quite readily doing this as early as 2-3yo, and most of her MG cohort that I knew then was doing it at 5-6yo.
Being a scientist, (as are many of our friends) it seemed like a natural way of asking kids quantitative questions. While I realize that it still anecdotal, it has always seemed strange to me that almost EVERY kid I've known at 7yo could do this perfectly well... and yet... why isn't that considered "algebraic" by educators??
Never made sense to me based on what I knew was so in my interactions with kids in this age group-- and by that I mean outreach, demonstrations, youth-activities, jr. science fairs, etc. etc. etc.
