Abstract. When students learn algebra for the first time, inevitably they are experiencing transition from arithmetic to algebraic thinking. Once students could apprehend this essential mathematical knowledge, they are cultivating their ability in solving daily life problems by applying algebra. However, as we dig into this transitional stage, we identified possible students' learning obstacles to be dealt with seriously in order to forestall subsequent hindrance in studying more advance algebra. We come to realize this recurring problem as we undertook the processes of re-personalization and recontextualization in which we scrutinize the very basic questions: 1) what is variable, linear equation with one variable and their relationship with the arithmetic-algebraic thinking? 2) Why student should learn such concepts? 3) How to teach those concepts to students? By positioning ourselves as a seventh grade student, we address the possibility of children to think arithmetically when confronted with the problems of linear equation with one variable. To help them thinking algebraically, Bruner's modes of representation developed contextually from concrete to abstract were delivered to enhance their interpretation toward the idea of variables. Hence, from the outset we designed the context for student to think symbolically initiated by exploring various symbols that could be contextualized in order to bridge student traversing the arithmeticalgebraic fruitfully.

Abstract-Learning algebra as a bridge to improve mathematical ability in various aspects should not collapse. Many students get no meaning when learning algebra. Students' perceptions of algebra are difficult because there is a variable, therefore students have inherited difficulty. This article aims to share conceptual framework and to analyze research data that lead to algebraic thinking level of students. To be able to help students of various characteristics and ways of thinking, we as educators must know the difficulties they face and at which level the student's algebraic thinking is. So we can anticipate and facilitate them so they can bridge each level well and can help students improve their algebraic thinking.

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