This study aims at defining the mathematical personality of learners of Basic Education Grade Eight through measurement of their abilities and skills in mathematical power in general and in accordance with each of its dimensions. This study is carried out within the framework of semester one Mathematics curricula of Grade Eight. The sample of the study is composed of 140 male students (54.9% of the sample) and 115 female students (45.1% of the sample). The researcher used a test in Mathematical power made of 12 multiple choice questions and 22 open-ended questions. Questions are divided into three categories represent mathematical communication, mathematical correlation and mathematical inference. The validity of the test was assured by using several approaches such as faith validity; arbitrators' validity, intrinsic validity and internal consistency. Consistency was also assured through running the test in two schools (male and female) to a group of students outside the sample. Then, consistency coefficient was calculated using the Cronbach's Alpha Reliability Coefficient whereas the consistency coefficient of the mathematical power test was (0.91) in general, (0.78) in mathematical communication, (0.80) in mathematical correlation and (0.76) in mathematical inference. The study resulted in: • Drop in students' performance in mathematical power in general and in accordance with the dimensions of mathematical processes. • There are statistical indicative differences at (a < 0,05) between averages of performance of the sample's members in the dimension of mathematical processes which are related to the gender variable. • There are statistical indicative differences at (a < 0,05) between averages of performance of the sample's members in the dimension of knowledge (concepts, procedures and problem solving). Based on these results, the study concluded with a number of recommendations that call to the adoption of a mathematical power culture by the educational community represented in curricula developers, supervisors, teachers and learners since it plays an important role in improving standards of learning mathematics among learners.