<![CDATA[Critical thinking (CT) skills in mathematics are essential for solving problems involving High Order Thinking Skills (HOTS), although students with dyscalculia often experience difficulties in this process. This study was conducted to analyze the mathematical CT skills of students with dyscalculia in solving HOTS problems by gender using a qualitative method. This study involved male and female students with dyscalculia. Data were collected through a dyscalculia identification instrument, a HOTS-based CT test, and interviews. The analysis of mathematical CT skills was aligned with four indicators: interpretation, analysis, evaluation, and inference. The findings show differences in students’ mathematical CT skills based on gender. Female students demonstrated competence across all four indicators of CT. The results show V1 (dyscalculia female students) is capable of accurately interpreting problem statements, analyzing relevant information, evaluating appropriate strategies, and drawing correct conclusions. In contrast, V2 (dyscalculia male students) experiences difficulties, particularly in interpreting problems and determining appropriate solution strategies, which in turn affects their overall problem-solving ability. These results suggest that gender may play a role in how students with dyscalculia approach and solve mathematical problems. Therefore, mathematics instruction must consider the unique characteristics of students with dyscalculia as well as gender differences to better support the development of CT skills. The integration of HOTS-based learning activities tailored to students’ needs is highly recommended to create a more inclusive and effective learning environment. Keywords: mathematical critical thinking, dyscalculia, problem solving, higher-order thinking skills, gender.]]>
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