<![CDATA[This study aims to analyze the relationship between mathematical disposition on the slow learners’ understanding of mathematical concepts in mathematics based on Bruner’s theory. This study used a qualitative method with a descriptive approach. The subjects were five slow learner students at Junior High School 3 Ciawigebang. Data were collected by documentation, tests and interviews. The results of the study revealed that there was a relationship between mathematical disposition and understanding of mathematical concepts of slow learner students in answering questions using Bruner’s theory, namely the symbolic and the iconic stages. Slow learners with a high level of mathematical disposition can solve all questions correctly and have met the indicators of understanding the mathematical concepts used in this study. Meanwhile, the slow learner with a moderate mathematical disposition can solve the questions given, but still have misconceptions in responding to some questions. Then, slow learners with a low mathematical disposition only understand some of the questions and have misconceptions in solving the question.]]>
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