<![CDATA[Problems Solving mathematic is generally a challenge for students with disabilities. However, in some cases, students with disabilities show good abilities in certain areas such as mathematics, this condition is known as twice exceptional, where individuals have two characteristics at once, namely disability and outstanding intelligence potential in certain areas. This study aims to analyze the mathematic problem-solving abilities of a student with a disability type Pervasive Developmental Disorder-Not Other Specified (PDD-NOS) with very good arithmetic (counting) abilities. However, theoretically, people with autism experience language and social interaction barriers, so that arithmetic abilities do not guarantee that the student is able to solve mathematical problems in the form of story problems. The method used is a qualitative single case study description. The instruments used ware written tests of exponential story problems aligned with the phase D, Grade VIII mathematics curriculum under the Merdeka Curriculum, semi-structured interview guidelines, and documentation. The instruments used are written tests of exponential story problems, semi-structured interview guidelines, and documentation. The research subject was selected purposively, namely a PDD-NOS student in grade VIII of SMP Muhammadiyah 18 Surabaya. The results indicate that despite experiencing language and social interaction barriers, the subject was able to solve exponential story problems with several limitations. This is shown based on the analysis of the subject's answer results according to the Polya stage, where the subject is able to demonstrate the ability to identify information in story problems, plan strategies with logical reasoning, perform mental calculations quickly and accurately, and show confidence in the answer even though he is unable to paraphrase the question, does not carry out the calculation steps sequentially, and does not recheck the answer results.]]>
