An Analysis of the Equal Sign and Equivalence in Elementary Mathematics Textbooks

The purpose of this study is to analyze how the newly introduced learning standard on the equal sign and equivalence in the 2022 revised mathematics curriculum was implemented in elementary mathematics textbooks. Specifically, nine fourth-grade mathematics textbooks adopting this standard were examined. The analysis focused on both the overall structure (i.e., unit composition, number of lessons, equation structures, and visual models) and the types of activities (i.e., meaning of the equal sign, equation-reasoning, and equation-solving). The results showed that lessons on the equal sign and equivalence were predominantly placed in the latter part of the fourth-grade “Finding Patterns” unit and spanned one to three lessons. Additionally, all textbooks incorporated the equation structure a+b=c+d and frequently employed visual models, such as balance scales. Regarding the types of activities, the three activity types appeared in a relatively balanced manner, although activities related to the meaning of the equal sign accounted for the largest proportion. Based on these findings, this study discusses how the learning standard on the equal sign and equivalence was reflected in textbooks and provides implications for future textbook development and curriculum improvement.