Assessing Knowledge of Mathematical Equivalence: A Construct-Modeling Approach.

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Defining and measuring conceptual knowledge in mathematics (2014, background): “In four sources, participants were asked to decide whether two given numbers were equal (number equality task; e.g., Rittle-Johnson et al., 2011).”
The Effects of Feedback During Exploratory Mathematics Problem Solving: Prior Knowledge Matters (2012, methodology): “After the tutoring session, children completed a posttest (immediately and after a 2-week delay) that assessed conceptual and procedural knowledge of mathematical equivalence (Rittle-Johnson et al., 2011).”
Measure for Measure: what Combining Diverse Measures Reveals About Children's Understanding of the Equal Sign as an Indicator of Mathematical Equality (2012, methodology): “First, researchers have not used assessments with proven reliability and validity when investigating children’s understanding of the equal sign (Hill & Shih, 2009; Rittle-Johnson et al., 2011).”