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The objective of this paper is to describe the mathematisation of preservice teacher with high mathematics ability in solving higher order thinking problem. Descriptive research with qualitative approach has been conducted with preservice teacher from mathematics department with high mathematics ability as the subject. Data was obtained by giving the higher order thinking problem and interviews. The results of this study point out that the mathematisation of preservice teacher in solving higher order thinking problem are as follows 1) formulate real world problem into the mathematical problem is done by states a bar chart in the form of description, 2) use concepts, facts, procedures and mathematical reasoning to get mathematical solution from mathematical problem is reached by calculate the percentage by using the formula, 3) interpret mathematical solution to the real world problem is conducted by making conclusion from solution, and 4) the last step, evaluate the solution with the context of problem is known by reading again the higher order thinking problem and checking the solution. Mathematisation of preservice teacher is a significant process in solving higher order thinking problem so it is important to develop it.

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Thinking process is one of the important activities in solving mathematical literacy problem. Thus, this paper aimed to identify two students’ thinking process in solving mathematical literacy problem with space and shape content. This study used descriptive research with a qualitative approach. Research subjects in this study were two tenth grade students of middle school. Data were collected by giving the mathematical literacy problem with space and shape contents and using think aloud. Next, data were analysed by studying the three types of thinking processes: conceptual, semi conceptual, and computational. The results of this study pointed out that the students’ thinking process were conceptual and computational. The activities carried out by students could be grouped into four categories, namely 1) stating what is known in the problem with their own language or changing in mathematical sentences, 2) stating what is asked in a problem with their own language or changing in mathematical sentences, 3) making a plan to solve problem completely, and 4) stating the steps taken in solving the problem using the concepts that have been studied. The type of thinking process of students influences the activities carried out by students in solving mathematical literacy problem so that teachers were supposed to consider this aspect when teaching mathematics especially topics that related to mathematical literacy.