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Learning mathematics in Junior High School is transition from arithmetic to algebra. In algebra, students must develop a relational view of the symbol if they are to make any sense of more complicated equations with operations on both sides of the equal sign. The term relational thinking is used here to encompass more than a relational understanding of the equal sign. It is important to discuss students’ relational thinking process when solving unknown number on mathematic sentences, so it can prevents students’ misconception about the meaning of equal sign. Descriptive method was used in this study, involving five students of Junior High School in Boyolali with high capability in mathematics. The result of this study showed that students had a deep understanding about the meaning of equal sign. They knew that the equal sign as symbol of mathematical equivalence. Therefore, they were able to solve the mathematic sentences with relational thinking strategies rather than arithmetic procedures. Keywords—relational thinking, equivalence, equal sign

Describing Relational Thinking Process of Junior High School Students with High Capability