This experimental study was conducted to know the difference between mathematical communication and mathematical dispositions skills of students that followed supervised enquiry and students that followed conventional instruction. Data were obtained by writing tests and answering questionnaires. The test consist of a query that aimed at identifying mathematical communication skills, while the questionnaire was designed to know mathematical disposition. Both of these instruments were given by the end of the experiment. The results showed that there were different abilities in mathematical communication at the beginning as well as at the comprehensive level between students groups with supervised enquiry instruction and students group with conventional instruction (sig. 0,000, = 0,025) While for mathematical disposition, there was no difference in mathematical disposition at the beginning level of mathematical ability between students groups with supervised enquiry instruction with students group with conventional instruction. In general there were differences in mathematical disposition skills between student that received supervised enquiry instruction with student groups that received conventional instruction (sig. 0,009, = 0,025).