Traditionally, students learn arithmetic throughout their primary schooling, and this is seen as the ideal preparation for the learning of algebra in the junior secondary school. The four operations are taught and rehearsed in the early years and from this, it is assumed, "children will induce the fundamental structure of arithmetic" (Warren & Pierce, 2004, p. 294). Recent research has shown that the emphasis on computation can actually lead to many misconceptions in the students' minds, which in turn will make the learning of algebra more difficult. This article will focus on two categories of student misconceptions, the first concerns difficulties with the notion of equivalence and the second concerns difficulties with the application of the four operations. The last section of the article presents suggestions on easing the transition to algebra through problem-solving. (Contains 4 figures.)