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This paper aims to trace the origins of dual entry beyond a Eurocentric boundary. The aim can be refined further by asking: did the Chinese use dual entry and how did dual entry appear in Europe. Double entry is more advanced as it includes the location of the account in which the contra entry is made. Dual entry approaches accounting, like mathematics, as a tautology, whereby an equation is constructed from a simple axiom. Defined as such, this paper argues that the concept of dual entry had its earliest origins in China. [ABSTRACT FROM AUTHOR]

The article discusses the misconception of the equal sign and concept of equivalence by students in the United States. Most students misunderstand the equal sign as an operator rather than a relational symbol of equivalence or quantity sameness. The authors examine variables that contribute to students' equivalence misconception and whether the equal sign misconception still exists in the United States and China by examining instructional materials and educational curricula in the respective countries.