Does students’ vocabulary affect their ability to solve text problems in mathematics?

The connection and interaction between word knowledge and mathematics is great. For students with a less developed vocabulary, the learning ability in mathematics can be difficult. The purpose with this thesis is to examine how a student's ability to learn mathematics through text tasks is dependent on their vocabulary. Several scientific articles were reviewed and eventually chosen as supportive material for the study. The conclusion of the main question is that there are a lot of different factors that matter in the students ability to understand a task, depending on how well developed their vocabulary is. Factors such as how many words the task includes, the construction of the sentence, the complexity of the task and how multi semiotics is used, are things to conform to.