This article presents the theoretical considerations leading to the design and development of a digital experience for teaching linear equations using a modified balance model for equation solving. We modified the balance to alter physics behaviour in a virtual reality (VR) experience, to strengthen students' schemes for solving linear equations and help students to adapt their schemes to situations where negative numbers and mathematical negativity make equations abstract. We used the VR application in a small teaching experience with ten students and their mathematics teacher from a Danish grade 7 class (13-14 years of age). The exploratory study aimed to analyse and evaluate the effect of teaching with the modified balance in the VR application via a novel teaching experience. We report findings that show positive prospects for the use of VR in teaching linear equation solving including a new equation solving strategy enabled by the virtual environment. A majority of students gave a positive affective response to the experience, referred to, and were able to apply ideas from the VR experience to linear equation solving exercises on post-experience pen-and-paper exercises. Moreover, we report findings from a particular student case who showed interesting behaviour and reasoning, from which we provide in-depth analysis to understand future possibilities of teaching equation solving with VR.