Abstract
Taking into account the pupil's point of view in situations of introduction of "=" in the first year of primary school led us to identify new phenomena of semantic ambivalence regarding the meaning and denotation of semiotic representations, to which pupils can refer in these teaching-learning situations. Analyses of episodes from four first grade classes in France (6-7 year olds) show that this ambivalence plays an important role in the construction of meanings of the sign "=" from the pupils' point of view. These meanings also depend on contexts built around various school tasks and on the (chronotopic) literacy resources called upon by the pupils.