Abstract
This study examined the mathematical vocabulary and problem-solving performance of pre-service mathematics teachers at Bohol Island State University – Bilar Campus during the academic year 2023-2024. Utilizing descriptive-correlational methods, data were collected on respondents' sex, year level, mathematical vocabulary, and problem-solving performance. Pilot testing was conducted with third-year Bachelor of Science in Agricultural and Biosystems Engineering (BSABE) students to validate the test questionnaires through item analysis, leading to their refinement and finalization. The results revealed that respondents' mathematical vocabulary was assessed as 'Poor,' and their problem-solving performance was deemed 'Failed.' A significant relationship was found between mathematical vocabulary and problem-solving performance, but no significant difference was observed with sex. Year level significantly affected both mathematical vocabulary and problem-solving performance. Aligned with the United Nations Sustainable Development Goal 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, this study highlights the critical need to enhance mathematical vocabulary to improve problem-solving skills among future educators. The study recommends strategies for instructors and administrators to support this goal, thereby contributing to the development of high-quality education standards. Future research may replicate the study to verify the results and explore additional factors such as learning styles and students' General Weighted Average. By addressing these educational challenges, the research supports SDG 4's target of substantially increasing the number of youth and adults who have relevant skills for employment, decent jobs, and entrepreneurship by 2030.
