<![CDATA[Algebraic thinking is an essential component of mathematics learning because it enables students to represent relationships, use variables, construct mathematical models, and solve problems systematically. However, students may demonstrate different ways of processing and communicating algebraic ideas. This study aimed to describe students’ algebraic thinking in solving algebraic problems across visual, auditory, and kinesthetic (VAK) learning-style preferences. A descriptive qualitative design was employed. The initial participants were 30 seventh-grade students from a junior high school in Surabaya, Indonesia. Based on the results of a learning-style questionnaire and an algebraic thinking test, three students with comparable mathematical abilities were purposively selected to represent visual, auditory, and kinesthetic learning-style preferences. Data were collected through a learning-style questionnaire, algebraic thinking tests, and semi-structured interviews and were analyzed through data reduction, data presentation, and conclusion drawing. The findings revealed distinct patterns across the three cases. The visual student demonstrated appropriate algebraic modeling and calculation but did not explicitly record some initial problem information in the written solution. The auditory student constructed appropriate mathematical models and performed calculations correctly but showed incomplete written organization and did not provide explicit final conclusions. In contrast, the kinesthetic student produced the most complete and systematically organized written solution, from identifying problem information to formulating mathematical models and stating final conclusions. These findings indicate that the three students differed primarily in how they represented, organized, and communicated their algebraic thinking processes. The study highlights the importance of examining students’ solution processes through multiple forms of evidence rather than relying solely on final answers.]]>
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