Algebra is one of the material scope of mathematics with an important role.

Almost all of the

material in mathematics requires a process algebra to solve existing problems, such as the content
of statistics and odds, and the measurement geometry, trigonometry, and calculus. Seeley (2004)
explains that the key for students to succeed in algebra are to develop their algebraic thinking
skills.
Algebraic Thinking by Mason, et al (Becker & Rivera, 2007: 1) originally was owned by every
child who started school with a demonstrated ability to generalization and abstraction in certain
cases. At the elementary level, students have the motivation and curiosity to learn mathematics to
describe and extend patterns of shapes, colors, sounds, and finally on the letters and numbers. On
the next level, students have been able to make generalizations about patterns that apparently the
same or different. The activities of this kind be an important step towards the ability to think
algebra.
Think algebra is a representation of the ability of students in algebra and algebraic symbols, such
as equality, inequality, and so forth. Vance (1998) explains that thinks algebra is one form of
mathematical reasoning which consists of generalization, abstraction from the calculation, and the
relationship between variables / mathematical concepts. Meanwhile, Mc Clure (Yurniati, 2015)
defines the algebraic thinking as a way of thinking of students in a given mengalisis problem so
that it can be done generalization, modeling, justification, verification, and troubleshooting.
The same thing expressed by Becker & Rivera (2007: 1) that the important aspects of algebraic
thinking is the ability to generalizing of the cases given. Opinion was also supported by Hidayanto
(2013) that thinks algebra or algebra reasoning involves the formation of generalization based on
the computation of numbers that has been done by the students, using algebraic notation or symbol,
and identifies concepts that correspond to the observed pattern. From the above opinion, algebra
defined that thinking is the ability to generalize from mathematical patterns, see mathematical
relationships between variables, and forming a mathematical model to solve the problem.
According to Kieran (2004) there are three indicators that demonstrate the ability to think algebra
students, namely: generational activities, activities of transformation and global meta-level
activities. Generational activities are activities that include the establishment of an algebraic
expression of the object (number patterns, geometric patterns, and the use of formula berkaiatan
with numerical solution) and the problem of the equation (the use and meaning of the equal sign,
solution of equations). Transformational activity is an algebraic expression changes (factoring,
substitution, perform the operation on two polynomials, simplifying expressions, and change the
expression to expression equivalent). And a global meta-level activities are activities to solve
algebra problems and issues beyond algebra by using algebra itself.
Meanwhile Van de Walle, et al (2010) states that there are five aspects of thinking algebra, namely:
the generalization of arithmetic and of patterns, symbols are meaningful, make the structure of the
system of numbers explicitly, examine patterns and functions, as well as the modeling of
mathematics , Kaput (Van de Walle, 2010) also provides five indicators in algebraic thinking, that
generalize from arithmetic and patterns, use meaningful symbols, reviewing the structure of the
system of numbers, mengakaji patterns and functions, and perform mathematical modeling.
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and Reasoning Across Grades. ZDM Mathematics Education 2008 (40): 1.
Hidayanto, E. (2013). The thought process arithmetic and algebra students to do their thinking
about the story. Proceedings of the National Seminar on Algebra and Learning was.
Kieran, C. 2004. Algebraic Thinking in the Early Grades: What Is It ?. The Mathematics Educator,
8 (1): 139-151.
Seeley, C. (2004). A journey in algebraic thinking. Accessed fromhttp://www.nctm.org/News-
and-Calendar/Messages-from-the-President/Archive/Cathy-Seeley/A-Journey-in-Algebraic-
Thinking/
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No October 1, 2017.
Vance, J. 1998. An Algebraic Number Operations From Perspective. TeachingChildren
Mathematics. 4 (1), 282-285.
Van de Walle, JH, Karp, KS, & Bay-Williams, JM (2010). Elementary and middle school teaching
mathematics develop-mentally(7 ). Boston: Allyn & Bacon.
Yuniati. (2015). Improving the ability to think algebra, mathematics critical thinking, and self-
regulated students through learning core smp. Bandung: University of Indonesia.