RESUMEN • En este artículo presentamos resultados de un estudio que indaga en los significados que le atribuyen al signo de igual estudiantes que están cursando el primer año de enseñanza secundaria en un liceo de Montevideo (12-13 años) y en aspectos de su enseñanza. Los resultados muestran que una parte importante de los alumnos interpreta el signo de igual como el indicador del resultado de una operación y no como el indicador de una relación de equivalencia, interpretación que resulta imprescindible para el abordaje del álgebra en el nivel secundario. Además, detectamos que los profesores no le brindan al tema una atención especial.PALABRAS CLAVE: igualdad matemática; signo de igual; pre álgebra; álgebra; enseñanza secundaria. ABSTRACT • In this paper we are presenting some results of a study that inquires about the meanings assigned to the equal sign by students of the first form of Secondary School in Montevideo (12-13 years old) and some aspects of its teaching. The results show that a significant number of the students interpret the equal sign as the indicator of the result of an operation and not as an indicator of an equivalence relation that is essential for addressing algebra at the secondary level. In addition, it was detected that mathematics teachers do not give special attention to this issue.
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