<![CDATA[This study aims to describe the problem-solving processes of junior high school students with a Field Dependent (FD) cognitive style when solving geometry problems on rectangles, examined through Polya's four stages: understanding the problem, devising a plan, carrying out the plan, and looking back. A qualitative case study design was employed, focusing on two FD students as a bounded case. The Group Embedded Figure Test (GEFT) was used to screen students and identify FD cognitive styles for case selection, while a mathematical problem-solving ability test and interviews served as the primary means of examining the two cases in depth. The findings indicate that, at the stage of understanding the problem, FD students tend to grasp the problem globally and rarely translate the given information into mathematical formulas, symbols, or concise representations. In devising a plan, they experience difficulty formulating an appropriate strategy and rely heavily on teacher guidance. When carrying out the plan, they tend to make errors in substituting data and performing calculations, which leads to inaccurate final answers. At the looking backstage, they seldom review their work thoroughly and tend to feel satisfied with their answers even when these are incorrect. These findings suggest that FD students require targeted instructional support that fosters independent thinking and helps them translate contextual problems into mathematical representations, thereby strengthening their problem-solving processes in geometry.]]>
