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<p>This research examined middle school grade 5–8 students’ conceptualization of the equal sign. The study employed a cross-sectional approach. Eight middle school students studying in official public schools in Turkey participated in the study. The study’s data were collected through a clinical interview that utilized eight open-ended questions, covering topics such as arithmetic, pre-algebra, proportional relationship, and algebra. Thematic analysis was used to analyze the study data. Although previous studies showed that students saw the equal sign as <i>write a result</i>, the results of this research, which is a follow-up study, revealed that students did not think of the equal sign as <i>write a result</i>.</p>

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How to conceptualize the equal sign by middle school students?

  • 期刊论文

  • 发表日期：

    2026年4月7日

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  • Adem Türk,
  • Mesut Öztürk

摘要

This research examined middle school grade 5–8 students’ conceptualization of the equal sign. The study employed a cross-sectional approach. Eight middle school students studying in official public schools in Turkey participated in the study. The study’s data were collected through a clinical interview that utilized eight open-ended questions, covering topics such as arithmetic, pre-algebra, proportional relationship, and algebra. Thematic analysis was used to analyze the study data. Although previous studies showed that students saw the equal sign as write a result, the results of this research, which is a follow-up study, revealed that students did not think of the equal sign as write a result.