On the Meaning of the Equal Sign from the Perspective of Early Algebra

Abstract

In this study, the relational meaning of the equal sign used in Korean elementary mathematics textbooks was analyzed, its characteristics identified, and a pedagogical discussion from the perspective of early algebra presented.
 The purpose of this study is to provide implications for the preparation of effective teaching and learning methods to promote a correct understanding of the meaning of the equal sign. For this purpose, the relational meaning of the equal sign was categorized into three types. The relational meaning types of the equal sign were analyzed by grade and content area, targeting the contents of textbooks and teacher’s guides for the 2nd~6th grades related to equations used in relational meanings. The findings of this study indicate that the frequency of the equal sign with the relational meaning was high in the 5th~6th grades, with the highest incidence in the 1st semester of the 5th grade.
 Content areas using the equal sign in the relational meanings differ by grade, but most are frequently used in the order of [Number and Operations], [Measurement], and [Pattern], and are particularly concentrated in [Number and Operations]. Among the relational meaning types, the equal sign of Type E2 and Type E3 were visually presented, whereas Type E1 was not presented. But some of the sentences presented in the textbook could be used as the meaning of Type E1. The results of this study can contribute to finding specific instructional methods that can promote elementary students’ correct understanding of the meaning of the equal sign.