Add to ORKGIn this paper we describe Malati’s approach to developing an understanding of the equivalence of numerical and algebraic expressions. We start with a procedural definition of numerical equivalence and at the same time focus on a structural view of equivalent numerical expressions. This approach was monitored in our project schools. We report on the following: (1) grade 6 students ’ ability to judge equivalent numerical expressions without doing a computation; (2) two lessons observed in a grade 9 class in which pupils were asked to judge the equivalence of algebraic expressions