Changes to students' understanding of mathematical notation may be brought about by using technology within mathematics. Taking equality as a case study, the paper provides brief epistemological, historical, didactical, and computational reviews of its symbolic representation in pen-and-paper and technology-assisted mathematics, most especially in CAS. A multiplicity of special technology signs convey specific aspects of the broad meaning of the pen-and-paper sign. This provides a basis for new investigations into the effect on understanding of students' doing mathematics with technology.