This research addressed itself to the development of a novel teaching-learning scheme for non-trivial, first-degree equations in one unknown, based on an analysis of the notions and misconceptions of junior high students. The approach was tried in a "teaching experiment" involving six case studies of students of various abilities in grades 7 and 8. Results indicate that this method of introducing equations is effective both at the junior high level and also with older remedial students. Other findings lead to a new perspective on students' concept of equality and left-to-right sequencing of operations. (Author/MK)