This article deals with the key challenges in teaching mathematical terminology in English to students whose first language is not English. In the context of globalization and the internationalization of education, English has become the dominant language of science and mathematics. However, mastering mathematical terminology in English presents significant linguistic, cognitive, and pedagogical difficulties. The study highlights challenges such as polysemy of mathematical terms, differences between everyday and technical meanings, symbolic language integration, lack of contextualized materials, and insufficient teacher preparation. It argues that effective teaching requires a combination of linguistic scaffolding, visual representation, task-based learning, and interdisciplinary collaboration. Integrating language instruction with mathematical reasoning enhances students’ conceptual understanding and communicative competence.
Nigora Abduganievna Sultonova (Thu,) studied this question.