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This paper reports an investigation of students’ understanding of distributive law used to facilitate students’ awareness of ‘the equations is an equivalent expression’ where each equation can be replaced by an equivalent equation. This study used a cross-sectional approach by distributing a questionnaire to participants as many as 53 junior high school students where 45% were male students and 55% were female students who were selected using purposive sampling techniques. The instrument used in this study was a questionnaire written in Indonesian that contains five statements about distributive law, one question that is “when is the statement true?” and three answer choices. The results showed that the use of students’ understanding of operations in understanding distributive law can be grouped into three levels, namely level 1 (pre-structural), level 2 (a combination of uni-structural and multi-structural) where level 2 is a transitional stage (ie stage pre-algebra) from level 1 to level 3 (a combination of relational and abstract expanded). Students who have been proficient in using distributive law in arithmetic, still have difficulty in applying it to algebraic manipulation. One of the causes of this difficulty is the lack of students’ understanding of the equal sign as a sign of equality. In addition, the absence of parentheses also seems to be a stumbling block for students in recognizing distributive law. The reason for expanding the notion of the equal sign by using distributive property is to provide a foundation for their operation sense construction so as to provide further meaning for equations in algebra and minimize student difficulties in learning school algebra.

Operation sense in algebra of junior high school students through an understanding of distributive law