The purpose of this study is to describe students’ ability in solving mathematical representation problems evaluated from mathematical disposition.  The subjects are three students of 10th grade of public senior high school (PSHS) in Padalarang, West Java, Indonesia. They were selected from 35 students with high, medium, and low mathematical disposition ability. The results of the study showed that almost all of the students able to use visual representation to solve mathematical problems, and create mathematical models and solve problems by involving mathematical expressions. In contrast, most of students could not fulfill two indicators of the mathematical representation ability, i.e. creating the sketch of geometric patterns and making the mathematical model based on the situation and data given.

The purpose of this study was to study and analyze students' problems in problem-solving skills seen from their mathematical disposition level of the students on 12th grade class of  SMA IT Fithrah Insani. Method of this study is descriptive- qualitative research. From 35 students, there were three students taken as samples, consisting of a student with high disposition mathematical ability (T), a student with medium disposition mathematical ability (S), and a student with low disposition mathematical ability (R). The result of the study shows that there is a difference in the average score of students in each level of the mathematical disposition towards the conclusion of the students’ mathematical problem-solving ability test (ANOVA Test-One way). Following up on these differences, researchers identified student achievement and misconceptions on each mathematical problem-solving indicators. The results of the study show that all the student with high and medium disposition mathematical ability could not fulfill the indicators of the ability of mathematical problem solving, such as (1) understand the problem, (2) recheck the answer while all the student with low disposition mathematical ability could not fulfill all indicator of the ability of mathematical problem solving.