Inquiry to Action

Students’ misconceptions about the equal sign are well documented, indicating many students struggle to form a relational understanding of the equal sign without instruction that targets this essential concept (e.g., Hattikudur, & Alibali, 2010; Powell, Driver, & Julian, 2015). This article uses the formative assessment model of <i>inquiry to action</i> (Heritage, 2013) to suggest the use of diagnostic interviews as a tool to gather data to assess students’ understanding of the equal sign, followed by a detailed plan of action to support the development of students’ relational thinking. A specific inquiry to action plan used by Ms. Johnson, a special educator who is charged with providing interventions to students with disabilities, and Adrian, a second grade student with an identified disability, is chronicled and highlights important aspects of the two-phase process when focusing on relational thinking about the equal sign.