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Algebraic thinking has an important role in solving problems, such as algebra, mathematics, science, and daily life problems. This paper is a case study on male elementary school students with field independent (LI) and field dependent (LD) cognitive style, with the aim of obtaining their algebraic thinking profile in solving math problems. This profile is required by the teacher as a foundation in designing a learning model or approach, and composing teaching materials that consider the heterogeneity of the cognitive style. Based on the results of the study, LI organizes all known data from the problem in a regular list, while LD does not organize data. LI performs abstraction and modeling process by involving symbols that are free from context and symbols attached to the context, whereas LD only involves symbols attached to the context. When executing the trial-and-error strategy, LI selects randomly 11 as the first guess, and for the next guess rises two or two, while the LD guesses randomly. The Subject of LI performs a structured trial-and-error strategy so that it is easily observed, while the LD is unstructured. LI performs a dynamic thinking process that works with unknown numbers by substituting an unknown value into the equation, whereas LD calculates directly without substitution to the equation. (Abstract)

Algebraic Thinking of Elementary Students in Solving Mathematical Word Problems: Case of Male Field Dependent and Independent Student