Representational Implications for Understanding Equivalence.

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.