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The purpose of the research carried out is to describe the classification of the level of mathematical abstraction ability in the material sequence and series in terms of the cognitive style of the students, examine the relationship between mathematical level abstractions and students cognitive styles, and find out the errors experienced by students in completing questions about mathematical abstraction ability in the sequence and series material in terms of cognitive style. This research is a descriptive study using a qualitative approach. The subject of this study was obtained by carrying out cognitive style tests using instruments MFFT (Matching Familiar Figures Test) developed by Warli (2010) and the test questions of mathematical abstraction abilities are arranged based on levels and indicators of mathematical abstraction developed by Fitriani (2018) which was attended by 31 grade XI students from one of the high schools in Bandung city. The MFFT cognitive style test results group students into 4 cognitive style groups, namely impulsive (I), reflective (R), impulsive and reflective (IR), and not impulsive and not reflective (TITR). Mathematical abstraction abilities are divided into 4 levels, level 1 perceptual abstraction, level 2 internalization, level 3 interiorization, and level 4 second level of interiorization. The results of the students mathematical abstraction ability test show that student I is at level 1 transition, level 2 complete, level 3 transitions, and level 4 transitions, and complete level in question 5. Student R is at complete level for level 1 questions, transition level for level 2 questions, complete level for level 3 and transition level for level 4, and complete level for question 5. Students IR are at the complete level for all levels 1 to level 4 and questions number 5. TITR students are at level 1 complete, level 2 transitions, complete level 3, level 4 transitions, and do not get the achievement of question 5. Linkages were found between the level of mathematical abstraction and the cognitive style of IR. Several types of errors are found when students solve mathematical abstraction questions including the category of error CE (Comprehension Error), TE (Transformation Error), PSE (Process Skill Error), and EE (Econding Error).