到現在为止,在教学文献中,關於恒等式和方程的概念的相互關係,还没有確定的观點。在早期的教学文献中,这兩个概念是按照下面的意义而互相比拟的,一个等式倘对於它的兩端所包含的变元(文字)的“所有數值”皆成立,则認为是恒等式,而不是方程。在这个方程定义本身有一个限制条件:方程是“不是对於所有,而只对於某些”未知量的數值成立的等式。在最近的教学文献和教学方法文献中,这种观點遭到了批評。首先,在解方程時,当含有一个未知數(或幾个未知數)的等式对於未知數(或諸未知數)的所有允許值皆成立的情况,是沒有任何合理的理由除外的。其次,在解方程以前,只有在極簡單的情况中,才能立刻說出所提出的方程“在事实上”是方程呢,还是非方程而是恒等式。第三,在解决和研究含参數的方程時,这种观點 Up to now, in the teaching literature, there is no definite point of view on the interrelationship of the concepts of identity and equations. In the early teaching literature, these two concepts were compared with each other in the following sense. If an equation holds for the “all values” of its arguments (words) at both ends, it is considered Is an identity, not an equation. There is a restriction in the definition of the equation itself: the equation is an equation that “is not for all, but only for some” unknowns. In the recent literature of teaching and teaching methods, this view has been criticized. First of all, when solving equations, there is no reasonable reason except when the equation containing an unknown (or several unknowns) holds for all the allowable values ​​of the unknowns (or unknowns). Second, before solving the equations, it can only be immediately stated in the extremely simple case that the proposed equation “is in fact” an equation, or is not an equation but an identity. Third, this point of view when solving and studying equations with parameters