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This study aimed to describe the creativity of elementary school students with different cognitive styles in posing mathematics problems. The posed problems were assessed based on three components of creativity, namely fluency, flexibility, and novelty. Free-type problem posing was used in this study. This study is a descriptive research with qualitative approach. Data collections were conducted through written tests and task-based interviews. The subjects were two elementary students, one Field Dependent (FD) and the other Field Independent (FI) which had been measured by GEFT (Group Embedded Figures Test). Further, data were analyzed based on creativity components. The results showed that: (1) FD student’s posed problems satisfying two components of creativity (fluency and flexibility); and (2) FI student’s posed problems satisfying all three components of creativity. Thus, it could be concluded that FI student was more creative in proposing math problems. The implications of these findings for teaching and students learning were also discussed.

creativity, mathematics problem posing, field dependent, field independent