This study sought to review literature pertinent to difficulties encountered by students in the learning and usage of mathematical terminology. The need to carry out this study arose from the concern by the Kenya National Examinations Council, and the general public, over the poor annual results in mathematics. Therefore, the objective of this study was to investigate the extent to which the meanings of some mathematical terms are understood and/or confused by students for whom English is a second language. The basis of this study was the constructivist theory by J. Bruner and the cognitive flexibility theory of R. Spiro, P. Heltovitch and R. Coulson which advocates for teaching learners to construct the meanings of mathematical terms. This study's objectives were achieved through the use of document analysis. Data analysis involved document review. The findings of this study showed that students have difficulties in using mathematical terms and their related concepts. Possible ways of teaching these terms so as to generate more meaning to the learners were also suggested. It is hoped that this will assist mathematics teachers, curriculum planners and textbook authors to counter the poor performance in the subject in Kenya.