Variable and equality sign misconceptions in K-12 algebra

Abstract

Algebra forms the foundation for higher mathematics and is a key component of K–12 education. Most students struggle to conceptualize and apply algebraic principles, which leads to misconceptions that hinder their mathematical progress. This conceptual study reviews algebraic misconceptions about variables and equality signs and presents potential interventions aimed at supporting students in developing accurate conceptual understanding. This conceptual study underscores the need for continued innovative strategies in mathematics education to support learners in achieving algebraic proficiency.