## Meaning of Equality

# Meaning of Equality

Often we teach the meaning of equality as the equal sign indicating “put the answer.” To prepare students for future mathematics, we need to rethink the way we communicate this representation to students. The equal sign is too important to attach such a limited meaning, especially when students are moving to abstraction. When moving to abstraction, it is important to use this symbol as a “reader” versus a “speller.” What do I mean by that? Let me explain. First, a speller sounds foreign because the student is trying to make sense of abstract symbols that they don’t fully understand. A reader connects meaning that they can comprehend while connecting the story to the symbol.

For example, when teachers record the following equation,

A speller would say, “Four plus five equals nine”.

A reader would say, “Four apples and five apples is the same as saying ‘I have nine apples’” .

In the journal prompt below, we want students to see the statement as 5 and 4 is** the same as** 2 less than 11. If we focus too much as a speller, students see symbols as performing actions rather than relating ideas, which leads to misconceptions of the equal sign.

Less is more. Hesitate in thinking math becomes harder by creating larger numbers, rather provide depth early on using children’s intuitive understanding of basic number operations. A simple journal entry can help assess what students understand about operations and the meaning of equality. Once you find that a student understands the meaning of addition and subtraction, it is time to create tasks that dive deeper in understanding equality. These task can be as simple as asking questions such as, 4 + 5 = ____ + 6. Additional equality tasks can be found in the Algebraic Thinking and Reasoning with Numbers books (Groundwork Series) by Greenes, Carole, et al., (https://www.mheducation.com/prek-12/program/MKTSP-O8302M06.html).

In the book, “Thinking Mathematically,” Carpenter, Thomas P., et al. suggest some benchmarks to keep in mind while moving towards the conceptual understanding of equality.

- Establish a starting point. What are students’ initial ideas regarding the equal sign?
- Mix it up. Don’t always write equations in the form
*a + b = c*, rather*c = b + a*. - See the equal sign as a relational symbol. Emphasize students proving that each side is the same as the other.
- Compare sides without calculations. Encourage students to look for relationships without performing calculations.

Listen to students and be aware of where they are in the process. Encourage them to question if it is true. If so, why is it true? By listening and looking we may be pleasantly surprised at what we find out.

Below is student work demonstrating various levels of understanding within the concept of equality.

*Spiky says that 5 + 4 = 11 – 2 is false.*

*Curly says that it is true.*

*Who do you agree with and why?*