CHAPTER II

Review of Literature

Mathematics Competency

Mathematics competency is a multifaceted construct that encompasses various skills

and abilities necessary for effective engagement with mathematical concepts and problems. It
is increasingly recognized that mathematical competency extends beyond mere computational
skills to include a range of cognitive, strategic, and communicative abilities. This broader
understanding is essential for both educational frameworks and assessments in mathematics.

One of the foundational aspects of mathematical competency is the ability to reason

mathematically and formulate problems. According to the OECD, mathematical competence
involves not only the application of mathematical knowledge but also the ability to interpret
and solve real-world problems through mathematical reasoning (Kartianom & Damayanti,
2022). This aligns with the views of Pettersen and Braeken, who emphasize that mathematical
competency frameworks should incorporate communication and representation skills, as
these are critical for a comprehensive understanding of mathematics (Pettersen & Braeken,
2017). Furthermore, Lahdenperä and Nieminen highlight that student often simplistically
perceive mathematical competence, which fails to capture the complexity of the skills involved,
such as conceptual understanding and effective communication (Lahdenperä & Nieminen,
2020).

Strategic competence is another key component of mathematical proficiency. It refers

to the ability to formulate mathematical problems, represent them appropriately, and devise
strategies for solving them (Ramadhona, 2023). This aspect is crucial as it allows individuals
to navigate through various mathematical contexts and apply their knowledge effectively. The
importance of strategic competence is echoed by Niss, who discusses the necessity of
competence-based learning to address the challenges faced by students at all educational
levels (Астаф'єва et al., 2020). Moreover, the integration of mathematical modeling into
education has been shown to enhance students' mathematical competencies by fostering
critical thinking and problem-solving skills (Govender, 2023).

In addition to cognitive and strategic skills, the social and cultural dimensions of
mathematical competency cannot be overlooked. Kartianom and Damayanti argue that
mathematical competence must consider the socio-cultural context in which it is applied,
suggesting that definitions of competency should be inclusive of diverse experiences and
backgrounds (Kartianom & Damayanti, 2022). This perspective is supported by Wong, who
identifies the importance of understanding mathematical competencies to broader
educational outcomes, such as socioeconomic status and career choices (Wong, 2020).

Moreover, the evolving nature of mathematics education necessitates a focus on digital

competencies as well. Geraniou and Jankvist propose that mathematical digital competency
should be viewed as an integrated construct that combines traditional mathematical skills with
digital literacy, reflecting the realities of contemporary educational practices (Geraniou &
Jankvist, 2019). This integration is particularly relevant in light of the increasing reliance on
technology in both educational settings and the workforce.

In summary, mathematics competency is a complex and dynamic construct that

encompasses a range of cognitive, strategic, communicative, and contextual skills. Educators
must adopt a holistic approach to teaching mathematics that recognizes these diverse
competencies and prepares students for the multifaceted challenges they will face in their
academic and professional lives.

Learning Competency in Korean Language

Learning competence in the Korean language encompasses a multifaceted understanding

of linguistic and sociocultural skills necessary for effective communication in various contexts.
This competence is not merely about mastering vocabulary and grammar; it also involves an
awareness of cultural nuances and the ability to navigate different communicative situations
effectively.

A significant aspect of learning competence in Korean is the integration of linguistic and

sociocultural knowledge. According to Kindzhybala, linguistic competence includes not only the
ability to use culturally marked language units but also knowledge of non-verbal communication
and cultural concepts relevant to Korean society (Кінджибала, 2023). This sociocultural
dimension is crucial, as it enables learners to engage appropriately in dialogues and monologues
that reflect Korean culture and everyday life (KINDZHYBALA, 2022). Furthermore, the ability to
adapt language use based on the context—whether formal or informal—is essential for effective
communication in Korean (Кінджибала, 2023).

Moreover, the relationship between language competence and identity plays a vital role in
the learning process. Kang and Kim found that heritage learners' self-assessed competence in
Korean was closely linked to their orientation towards their ethnic identity, suggesting that a strong
belief in one's linguistic abilities can enhance cultural identification (Kang & Kim, 2012). This
connection indicates that learners who view their language skills as integral to their identity may be
more motivated and engaged in their language learning journey.

In educational settings, the implementation of effective teaching strategies tailored to

different proficiency levels is critical. Lee and Heinz emphasize the importance of adapting
language learning strategies to suit the varying needs of students, particularly in the context of
Korean language education (Lee & Heinz, 2016). This approach aligns with the findings of Carson
and Do, who highlight the necessity of developing communicative and intercultural competences in
language learners, particularly in higher education contexts (Carson & Do, 2013). Such strategies
not only foster linguistic skills but also enhance learners' ability to navigate intercultural
interactions effectively.

Furthermore, the role of technology in enhancing learning competence cannot be

overlooked. The application of innovative teaching methods, such as wireless sensor technology,
has been shown to significantly improve students' engagement and overall language proficiency
(Bi, 2022). This technological integration supports the development of comprehensive language
skills, including listening, speaking, reading, and writing, which are essential components of
learning competence in Korean.
 In conclusion, learning competence in the Korean language is a complex construct that
encompasses linguistic proficiency, sociocultural awareness, identity connection, tailored
educational strategies, and the integration of technology. These elements collectively contribute to
a learner's ability to communicate effectively and meaningfully in Korean, reflecting both their
language skills and cultural understanding.

Mathematics Competency and Learning Competency in Korean Language

The relationship between mathematics competency and language competency, particularly in

the context of Korean language learning, is a nuanced area of study that highlights the
interplay between linguistic skills and mathematical understanding. Mathematics competency
is increasingly recognized as a multifaceted construct that requires not only numerical skills
but also the ability to communicate mathematical ideas effectively. This is particularly relevant
in educational contexts where language proficiency can significantly influence mathematical
learning outcomes.

One critical aspect of this relationship is the role of **mathematical language** in developing
mathematical competency. Jaarsveld emphasizes the importance of exact mathematical
language as a rigorous component of mathematics education, suggesting that teachers must
possess a strong command of the language used in mathematics to effectively convey
concepts to students Jaarsveld (2016). This aligns with the findings of Baiduri and Utomo,
who argue that teachers' competence in using appropriate mathematical vocabulary is
essential for facilitating student understanding (Baiduri & Utomo, 2020). In the context of
Korean language education, this suggests that students must not only grasp mathematical
concepts but also be able to articulate them using the correct terminology in Korean, which
can enhance their overall mathematical competency.

Moreover, the integration of language and mathematics education is supported by research

indicating that language proficiency can impact students' ability to solve mathematical
problems. For instance, Surmont et al. found that students' language skills directly affect their
mathematical content learning, highlighting the need for educational policies that bridge
language learning and mathematics (Surmont et al., 2016). This is particularly pertinent for
Korean language learners, who may face additional challenges if they are not proficient in the
language of instruction, thereby affecting their mathematical problem-solving abilities.
The concept of **communicative competence** is also relevant in this context. Effective
communication in mathematics involves not just the correct use of mathematical language but
also an understanding of how to apply this language in various contexts. While the reference to
Mart is not supported by the provided citations, the general idea remains valid. Targeted
instruction that incorporates both pragmalinguistic and sociopragmatic features can develop
students' communicative competence in mathematics, which is crucial in the Korean
educational context.

Additionally, the role of **intercultural communicative competence** cannot be overlooked.

While the reference to Aulia is not supported by the provided citations, the importance of
equipping language learners with the skills to appreciate and navigate cultural differences is
relevant. This is particularly significant in Korea, where cultural approaches to mathematics
education may differ from those in other countries, necessitating an understanding of these
cultural nuances in both language and mathematics.

Furthermore, the integration of **digital literacy** into mathematics education is becoming

increasingly important. While the reference to Sumarni is not supported by the provided
citations, the concept that digital competence allows educators to facilitate learner autonomy
and engage students with authentic materials is widely recognized. In the context of Korean
language education, this means that students can utilize digital tools to enhance their
mathematical learning while simultaneously improving their language skills, thus creating a
more holistic educational experience.

In summary, the relationship between mathematics competency and language competency in

the context of Korean language education is multifaceted and interdependent. Effective
mathematics education requires a strong command of mathematical language,
communicative competence, and an understanding of cultural contexts. As such, educators
must adopt an integrated approach that recognizes the significance of both language and
mathematics in fostering student success.
Definition of Terms

Mathematics Competency. This refers to STEM student’s ability to apply mathematical

concepts and problem-solving strategies to real-world situations.

Learning Competence in Korean Language. This refers to STEM student’s ability to acquire,

process, and use Korean Language knowledge and skills effectively.

STEM Students. This pertains to the Grade 11 and 12 STEM students in Dulag National High

School (DNHS).

Conceptual Framework

Fig. 1

Learning Competence in
Mathematics Competency Korean Language

Age Grade Level Academic Strand

 Figure 1. illustrates the relationship between Mathematics competency and learning

competency in Korean language. The study identifies Mathematics Competency as the IV, and

Learning Competency in Korean language as DV, which both composed of 4 key components:

Age, Gender, Grade Level, Academic Strand. Mathematics competency refers to an individual's

proficiency in mathematics, including their skills, knowledge, and ability to apply mathematical

concepts effectively

In this study, mathematics competency is considered the primary factor that could

impact the learning competence in Korean language. In contrast, Learning competence in

Korean language is the variable that will be used to measure whether excelling in the field of

Mathematics will lead to a better and efficient foreign language learning comprehension, such

as the Korean language that is primarily used in the study

Hypothesis

There is a correlation between Mathematics Competency and "Comprehension in

Learning Korean Language". The higher your intellect in the field of Mathematics, the more

efficient you are to learn and comprehend foreign languages such as Korean language.