Student perspectives on equation: the transition from school to university

It has been recognised that many student perspectives on equations and their use of the equals sign have not mirrored those that mathematicians would like to see in tertiary students. This paper tracks transition of understanding of the equals sign by comparing secondary school students ’ thinking with that of first year university students. We analyse the understanding displayed in terms of properties of the constituent parts of equations, identifying a number of incomplete or pseudo-conceptions that are sometimes influenced by representational aspects of the properties, and other times by apparent over-generalisation of a property. A start is made on constructing a framework for understanding of the mathematical equation object that could assist in the transition from school to tertiary mathematics study. Background Ubiquitous mathematical concepts such as equation, where understanding forms a crucial part of the mathematical experience from early school years right through to tertiary study, need to form part of any discussion of the transition from school to university. While to the experienced mathematical eye equations appea