STUDENT STRATEGIES IN SOLVING PRE-ALGEBRA PROBLEMS VIEWED FROM FIELD DEPENDENT AND INDEPENDENT FIELD COGNITIVE STYLES

Abstract

The process of replacing numbers with a variable is a big leap. The thinking transition from arithmetic to  algebra is the most difficult step in learning mathematics. This study aims to investigate how the strategies of pre-junior high school students in solving initial algebraic problems are viewed from the Field Dependent (FD) and Field Independent (FI) cognitive styles. Two categories of initial algebraic problems used in this research are generalization problems which are devoted to generalizing number patterns and word problems which include unknown quantities. The required data was collected through voice recordings, Group Embedded Figure Test (GEFT), word sheets, and interviews. The data obtained were analyzed descriptively using a qualitative approach. The results of the analysis show that both FI and FD students tend to use the strategy of constructing open sentences when solving word problems. But what distinguishes the two is the use of additional strategies by FD students in the form of guess and check strategies. The strategies used by FI students in solving pattern generalization problems are counting, recursive difference-rate adjustment and explicit strategies. FD students use counting, guess and check, and different-rate no adjustment strategies