The equal sign is a primary representation of equivalence, particularly in primary and secondary level mathematics. Consequently, the equal sign can represent equivalence in many ways: as a general relation, as an equivalence relation, and as a signal for substitution. Engaging in diverse usage of the equal sign can have a crucial impact as a precursor to algebra knowledge (Donovan et al., 2018; Matthews & Fuchs, 2018). Likewise, students with higher usage of substitutive equivalence have been shown to exhibit easier transitions into early algebraic topics (Donovan et al., 2022). As such, understanding the underlying mechanisms that allow for such an interpretation of the sign should be examined. In this study, we seek to develop more insight on substitutive equivalence and the factors which affect students’ abilities to adapt such a view of the equal sign.
