学生理解代数表达式结构的困难将会对求解方程产生影响(Kieran, 1981, 1989)。关于方程和求解方程的研究，涉及到学生对结构的识别和使用，无论是含蓄的还是明确的(Kieran, 1989)。在识别不同类型方程的结构时，需要不同的求解过程。因此，学生需要正确的程序才能成功地正确地解决一个方程式。研究发现，方程中未知的位置和解的类型影响了学生的表现。运用具体的模型方法来理解平等的概念，使学生在求解方程时遇到的困难最小化，这在Filloy & Rojano(1989)的研究中取得了成功。然而，本研究不支持使用负数的情况。利马(2007)引用Linchevski和Sfard(1991)的研究，学生在解决等式时犯错误，因为他们误解了用来解决等式的技术，也没有数学符号的意义。
Students' difficulties in understanding the structure of algebraic expression will have an impact on solving equations (Kieran, 1981, 1989). Research on equations and solving equations dealt with students' recognition and use of structure, either implicitly or explicitly (Kieran, 1989). In recognizing the structure of different types of equation, solving it requires different procedures. Hence, students require the correct procedure before they can successfully solve an equation correctly. study found that the position the unknown as well as the types of solution in the equation affect the performance of the students.Using concrete models approach to understand the concept of equality to minimize students' difficulties in solving equation was successful in Filloy & Rojano (1989) study. However, this study does not support situation where negative numbers are used. Lima (2007) cited Linchevski and Sfard (1991) research where students made mistakes in solving equation as they misinterpret the techniques used to solve equation as well as lack the meaning of the mathematical symbols.