To equal a number

The purpose of this study is to gain an understanding of how teachers introduce and work with the concept of equality sign and an insight into how the students themselves perceive the concept. Based on this purpose, four questions were formulated; What view do the teachers themselves have about the sign of equality? How do the teachers describe that they introduce the equality sign for the students? What do the teachers think of the teaching aids, are they to any help in the work on the equality sign? What knowledge do the students possess when it comes to the equal sign? In order to find out this, five different teachers were interviewed who were chosen by comfort selection with their active year in mind, two group students were also conducted. The study has a qualitative starting point and is interpreted using content analysis. The result shows that the sign of equality is not a simple concept, it requires time. All teachers talk about the sign of equality as a relational sign. Something that all teachers speak warmly about is concrete material, checking off with the students often and varying their teaching. The teachers who used the study material saw this as a complement to the teaching, there was nothing that was followed slavishly