Linear equations are an important tool in science and many everyday applications.

They allow researchers to describe relationships between two variables in the

real world, make predictions, calculate rates, and make conversions, among
other things. Graphing linear equations helps make trends visible.The purpose in
solving an equation is to find the value or values of the variable that makes it a true statement. Any
value of the variable that makes the equation true is called a solution to the equation.Linear
equations are extremely important for the students , because they can be used to model any real
world phenomena that involves one or two variable.Solving linear equations means that the values
of the unknown quantities have to be found based on the equality of two given mathematical
expressions—one on each side of the equal sign. The essence of an equation is that these
mathematical expressions represent the same value (Alibali, 1999), which makes equality a key
concept in solving linear equations (e.g., Bush & Karp, 2013) and understanding equality one of the
main conceptual demands associated with equation solving (Kieran, 1997; Kieran, Pang, Schifter, &
Ng, 2016). Students need to understand that in an equation, the expressions on both sides of the
equal sign have the same value and that this equality should always be maintained in the process of
solving an equation (e.g., Kieran et al., 2016).Solving linear equation is particularly important
concepts in algebra and on that causes confusions for students (Magruder, 2012). Then, Magruder
(2012) clarified that there are three primary subtopics where students found difficulties when solving
equations are; 1) symbolic understanding; 2) the meaning of the equal sign; and 3) a reliance on
procedural knowledge without conceptual understanding. Moreover, Jupri, Drijvers and van den
Heuvel-Panhuizen (2014) stated that one of common mistakes on understanding the concept of
linear equation is applying arithmetic operation. For instance, to find the value of x in the equation
3𝑥=5, it has to be 5 divided by 3. However, the students commonly come with 𝑥=5−3. To learn the
topic of solving linear equation with one variables, students struggle to balance conceptual and
procedural knowledge (Magruder, 2012). Linear equations are often difficult for students in
transition from a concrete mathematics to an abstract concept. So, a learning that bridges the
students’ thinking from abstract to real is needed.