DIAGNOSTIC ANALYSIS OF MALAYSIAN YEAR FIVE PUPILS’ CONCEPTUALISATION OF THE EQUAL SIGN

Abstract

Developing relational thinking is a crucial prerequisite for a successful transition to algebraic reasoning in middle school. Despite its foundational importance, the conceptualisation of core algebraic ideas, particularly the meaning of the equal sign, often remains fragile in primary education. Although international literature documents this challenge, there is a distinct lack of diagnostic, large-scale empirical data within the Malaysian curricular context. This study aimed to address that gap by examining the performance of 720 Year Five pupils from a district in Malacca on a ten-item instrument assessing three sub-strands of relational thinking: open number sentences, understanding equivalence, and working with variables. Descriptive analysis of pupil performance revealed a significant disparity. Pupils excelled in solving open number sentences (demonstrating procedural mastery) but showed markedly limited conceptual understanding of equivalence when the equal sign was presented in non-traditional formats. This finding confirms that the majority of pupils maintain a persistent operational view of the equal sign, indicating a specific instructional failure to foster genuine relational thinking. The study's results provide essential diagnostic data for informing targeted pedagogical interventions and primary curriculum reforms to strengthen algebraic readiness.