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Association of Teachers of Mathematics
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Two Little Lines
This article, from the Association of Teachers of Mathematics (ATM) publication ‘Mathematics Teaching’, and is taken from MT224.
Victoria Tilley discusses the equals sign. Starting with the history of the equals sign, Victoria proceeds by describing her study of how primary school aged students interpret the equals sign, how teachers in the primary phase believe the equals sign should be taught and what expectations there are in respect of children’s understanding of the equals sign.
The article contains a number of examples which show that what the equals sign means strictly in mathematical terms is not the same thing necessarily as the way it is interpreted in practice and students’ success in interpreting the equals sign in different situations. How teachers’ perceptions relate to student understanding is discussed and the article ends with a number of conclusions to aid students’ understanding of the equals sign.
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