Young children often develop a partial, operational understanding of the equals sign that refers to completing an action, such as getting the answer to an addition or multiplication question, and fail to develop a relational understanding of the equals sign as a symbol that denotes equivalence. A partial view of the equals sign as an operator can be the result of primary-age pupils’ overexposure to canonical equations such as a+b=c. This paper presents a preliminary analysis of the different syntaxes and formats used to present equality statements in the Grade 1 textbooks in Greece. The quantitative analysis reveals an overemphasis on presenting the equals sign within canonical equations. However, qualitative analysis reveals that the equals sign is first introduced in a context that conveys the idea of equivalence relation and is presented within an interesting mix of symbolic and non-symbolic contexts which may minimise the tendency to interpret the equals sign exclusively as an operator.
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机译：幼儿通常对等号的部分操作理解是指完成某项动作，例如获得加法或乘积问题的答案，而对等号作为表示等价的符号却没有建立相关的理解。等号作为运算符的部分视图可能是小学年龄的学生过度暴露于正则方程（例如a + b = c）的结果。本文对希腊1年级教科书中用于表达平等性陈述的不同语法和格式进行了初步分析。定量分析揭示了过分强调规范方程中的等号。但是，定性分析表明，等号首先在传达等价关系的上下文中引入，并且在符号和非符号上下文的有趣混合中出现，这可以最大程度地减少将等号解释为运算符的趋势。 。
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