In the transition from arithmetic to algebra: Misconceptions of the equal sign

Resumen

This paper describes an ongoing study where we analyze elementary students' misconceptions of the equal sign. Considering the proposal of many researchers of fostering algebraic thinking in arithmetic settings, numeric open sentences were proposed to 3rd and 5th/6th grade students in order to analyze their understanding of the equal sign and their ways of thinking of and solving equal sign arithmetic expressions. Different misconceptions and solving approaches were detected in both groups.