This paper presents a comparison of the solution strategies used by two groups of Year 8 students as they solved linear equations. The experimental group studied algebra following a multifaceted variable approach, while the comparison group used a traditional approach. Students in the experimental group employed different solution strategies, namely balancing method, working backwards and guess and check for solving different linear equations, whereas students in the comparison group tended to use a single, procedural approach. It is concluded that the multifaceted approach developed students' concepts not only of variables but also of equations. (Contains 4 tables and 1 figure.) [For the complete proceedings, "Shaping the Future of Mathematics Education. Proceedings of the Annual Conference of the Mathematics Education Research Group of Australasia (33rd, Freemantle, Western Australia, Australia, July 3-7, 2010)," see ED520764.]