Interpreting the equality symbol in primary and middle schools

Abstract

Many students interpret the equals sign as an “operator” indicating an operation to be performed, rather than as a relationship of
equivalence. In this paper we present the results of a survey aimed at highlighting the contrast between these two different concepts of equality in primary and middle schools. The percentage of correct answers was higher than in previous studies, but some difficulties were still recorded. Furthermore, the concept of the equals symbol developed positively during schooling. Although the results cannot yet be generalised, they may depend on changes in certain educational methods in the last few years.