Turk, AdemOzturk, Mesut2026-09-012026-09-0120261033-21702211-050Xhttp://dx.doi.org/10.1007/s13394-026-00573-4https://hdl.handle.net/20.500.12403/8546This research examined middle school grade 5-8 students' conceptualization of the equal sign. The study employed a cross-sectional approach. Eight middle school students studying in official public schools in Turkey participated in the study. The study's data were collected through a clinical interview that utilized eight openended questions, covering topics such as arithmetic, pre-algebra, proportional relationship, and algebra. Thematic analysis was used to analyze the study data. Although previous studies showed that students saw the equal sign as write a result, the results of this research, which is a follow-up study, revealed that students did not think of the equal sign as write a result.eninfo:eu-repo/semantics/closedAccessAlgebraic ThinkingCross-SectionalEqual SignWrite A ResultArticle10.1007/s13394-026-00573-42-s2.0-105035151859Q1WOS:001734705000001Q20000-0002-2163-3769