TRI-LINGUAL APPROACH AND OTHERS IN TEACHING MATHEMATICS

This study examined the effectiveness of three linguistic approaches, namely English, Filipino, and Taglish, in teaching Mathematics among Grade 2 learners at Matalipni Elementary School during the School Year 2025-2026. Language plays a crucial role in mathematics instruction because it directly influences learners' comprehension, participation, and overall academic performance. Guided by Constructivist Theory, Cognitive Theory, Bilingual Education Theory, and Vygotsky's Sociocultural Theory, the study aimed to determine which language approach best facilitates mathematical understanding and learning outcomes. A descriptive-comparative research design was employed, utilizing formative assessments to measure learners' performance under the three instructional approaches. Purposive sampling was used to select participants who had demonstrated adequate academic performance and exposure to the language approaches. Findings revealed that while English remains important for introducing technical mathematical terminology and Filipino supports clearer conceptual explanations, the Taglish approach emerged as the most effective instructional medium. Learners taught through Taglish demonstrated higher levels of conceptual understanding, increased participation in classroom discussions, greater confidence in expressing ideas, and improved retention of mathematical concepts. The use of Taglish reduced language-related barriers and cognitive load, enabling students to focus more effectively on mathematical reasoning and problem-solving. The study concludes that a balanced integration of English and Filipino promotes meaningful learning and enhances learners' engagement in mathematics classes. Consequently, educators are encouraged to adopt flexible multilingual teaching strategies that support learners' linguistic needs while maintaining academic rigor in mathematics instruction.