EXPLORING THE LINK BETWEEN MATHEMATICAL VOCABULARY MASTERY AND PROBLEM-SOLVING COMPETENCE AMONG GRADE 7 STUDENTS IN THE PHILIPPINE CONTEXT

Authors

  • Kim L. Tasic Instructor, Mathematics and Research, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines
  • Geraldine Sapiga Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines
  • Tiny Gerlie Villarino Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines
  • Raiza Mae Alferez Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines
  • Rose Marie Villacencio Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines
  • Jeanlaily Barcuma Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

DOI:

https://doi.org/10.46827/ejes.v12i12.6546

Keywords:

mathematical vocabulary, problem-solving skills, grade 7 students

Abstract

Mathematical vocabulary plays a vital role in students’ ability to comprehend problem statements and apply appropriate strategies to solve mathematical tasks. This study investigated the relationship between mathematical vocabulary mastery and problem-solving competence among Grade 7 students in a private higher education institution. Employing a descriptive-correlational research design, the study involved 65 students who were assessed using validated questionnaires measuring both mathematical vocabulary proficiency and problem-solving skills. Descriptive and inferential statistics were used to treat the gathered data. The results revealed that the majority of the students performed at the Approaching Proficiency level for both mathematical vocabulary mastery and problem-solving competence. Moreover, there is a strong, significant positive correlation between mathematical vocabulary mastery and problem-solving competence. These findings highlight the critical need for integrating explicit mathematical vocabulary instruction into classroom teaching and strengthening students’ understanding of mathematical language to improve students’ problem comprehension, promote higher-order thinking, and overall mathematical achievement. The study further recommends the development of instructional interventions that combine vocabulary development with problem-based learning to bridge performance gaps and foster mathematical confidence among learners.

 

Article visualizations:

Hit counter

Author Biographies

  • Kim L. Tasic, Instructor, Mathematics and Research, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Kim Tasic currently serves as a Senior High School STEM educator in the Philippines, focusing on mathematics and quantitative research instruction. He holds academic qualifications in education with specialization in STEM teaching and research methodologies. His academic interests include quantitative research processes, STEM curriculum development, student scientific literacy, and performance–based learning strategies. He has participated in various school–based research initiatives, academic training programs, and student research mentoring activities.

  • Geraldine Sapiga, Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Geraldine C. Sapiga is a dedicated secondary mathematics educator at De La Salle Andres Soriano Memorial College. She graduated magna cum laude with a Bachelor of Secondary Education major in Mathematics. With two years of experience teaching Statistics and Probability to Grade 11 students and Mathematics to Grade 9 students, she is a proud alumna who actively contributes to innovative research in mathematics education.

  • Tiny Gerlie Villarino, Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Tiny Gerli R. Villarino holds a Bachelor of Secondary Education major in Mathematics, graduating Magna Cum Laude, and is currently pursuing her postgraduate studies at Cebu Technological University with a specialization in Teaching Mathematics. She has three years of teaching experience at the grade school, junior high school, and college levels at De La Salle Andres Soriano Memorial College. Her professional background combines strong academic preparation in mathematics with classroom experience, providing a solid foundation for her interests in mathematics instruction, learner-centered teaching strategies, and enhancing students’ mathematical understanding and achievement across basic and secondary education.

  • Raiza Mae Alferez, Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Raiza Mae R. Alferez is a dedicated Mathematics teacher and a graduate of Bachelor of Elementary Education at De La Salle ASMC. She is passionate about teaching and is deeply committed to enhancing the learning experiences of young learners. Her professional interests include improving students’ problem-solving skills, creating engaging and learner-centered classroom activities.

  • Rose Marie Villacencio, Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Rose Marie Villacencio is a Mathematics teacher at De La Salle ASMC. She is dedicated to helping students develop strong mathematical understanding through problem-solving activities and meaningful classroom discussions. Her professional interests include improving students’ problem-solving skills, increasing engagement in mathematics lessons, and using varied teaching strategies to support diverse learners. She actively participates in lesson preparation, classroom instruction, and school-related academic activities.

  • Jeanlaily Barcuma, Teacher, Mathematics, Math and Science Department, De La Salle Andres Soriano Memorial College, Philippines

    Jeanlaily Oberes Barcuma graduated as a Cum Laude of the Bachelor of Secondary Education major in Mathematics and a Lasallian Mission In-Charge. She leads Social Action Programs in the school and partner community that help learners improve their problem-solving skills and understanding of mathematics, especially those who need the most support. Guided by the Lasallian mission, she helps students overcome learning gaps, build confidence, and use mathematics in real-life situations—teaching minds, touching hearts, and transforming lives.

References

Adom, D., Hussein, E. K., & Agyem, J. A. (2023). Impact of language proficiency on problem-solving skills in mathematics: A systematic review. Journal of Mathematics Education Research, 15(2), 112–130.

Alghazo, Y., & Al-Wadi, H. (2019). English language anxiety and its effect on students' mathematics achievement. International Education Studies, 12(11), 52–63. https://doi.org/10.5539/ies.v12n12p130

Dela Cruz, R., & Reyes, M. (2020). Vocabulary development and problem-solving performance among junior high school students in Manila. Philippine Journal of Education and Development, 39(2), 45–61.

Fuchs, L. S., Malone, A. S., & Wang, A. Y. (2023). Mathematical language comprehension as a predictor of problem-solving success: Evidence from middle school classrooms. Educational Researcher, 52(4), 245–259.

Galang, C., & De Guzman, M. (2019). Collaborative learning strategies and mathematical vocabulary development in secondary education. Asia Pacific Education Review, 20(3), 455–468.

Joseph, J. U. (2020). Understanding the concept of language of mathematics for effective teaching and learning of mathematics in a school system. International Journal for Educational and Vocational Studies, 2(10). https://doi.org/10.29103/ijevs.v2i10.3308

Lin, X., Zhao, Q., & Jiang, Y. (2021). Enhancing mathematical vocabulary knowledge to improve problem-solving skills: Evidence from middle school students. Journal of Educational Psychology, 113(2), 289–304.

Marzano, R. J., & Simms, J. A. (2019). Vocabulary for the New Science Standards. Marzano Research. https://www.marzanoresources.com/reproducibles/vocab-new-science-standards/

Morrow, L. M., & Gambrell, L. B. (2021). Vocabulary instruction in mathematics: A systematic review. Journal of Literacy Research, 53(1), 89–112.

Natividad, R. (2020). Mathematical vocabulary mastery and comprehension among Filipino students: An exploratory study. Philippine Educational Studies, 36(1), 76–93.

Nunes, T., & Bryant, P. (2019). Using mathematics to understand the world: How culture promotes children's mathematics. Routledge. https://www.routledge.com/Using-Mathematics-to-Understand-the-World-How-Culture-Promotes-Childrens-Mathematics/Nunes-Bryant/p/book/9780367211707

Peltier, C., & Vannest, K. J. (2024). Strategy training and contextualized instruction for improving problem-solving in mathematics. Contemporary Educational Psychology, 71.

Ramos, M., & Pineda, A. (2021). Mathematical vocabulary instruction and student achievement in elementary mathematics. Philippine Journal of Education, 40(1), 23–38.

Santos, J. (2021). Integration of mathematical vocabulary instruction in the Philippine K-12 curriculum: Insights from teachers in Cebu. Asia Pacific Journal of Education, 41(5), 821–839.

Scammacca, N., Roberts, G., & Vaughn, S. (2025). Language-based interventions for mathematics: A meta-analysis of effects on problem-solving outcomes. Journal of Learning Disabilities, 58(1), 45–63.

Zhang, Y., & Lin, L. (2020). Improving word problem comprehension through mathematical language interventions. International Journal of STEM Education, 7(1), 23–36.

Downloads

Published

2026-02-20

Issue

Vol. 12 No. 12 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).