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The literacy ability of Indonesian students is in the low category. The majority of Indonesian students have not been able to model complex situations mathematically, meaning that they have not been able to choose, compare, and evaluate appropriate problem-solving strategies from these complex situations. Based on the trend of PISA scores in reading, mathematics, and science, there is a similar pattern between reading and mathematics scores. Therefore, there is a correlation between language and mathematical intelligence. Several studies show that there is a relationship between linguistic intelligence and learning outcomes in mathematics. This study aims to analyze the mathematical linguistic approach as a solution to improve non-routine problem-solving skills systematically. This study was compiled using descriptive analysis techniques through literature review or library research. Mathematical linguistics dates back to Euclid’s axiomatics circa 325-265 BC and to Panini’s method of grammatical description in 520-460 BC. Both Euclid and Panini developed two well-known and fundamental books entitled Elements and Ashtadhyayi. Linguistic and mathematical intelligence has the same character, which is an intelligence that can reconstruct something abstract or a complex problem into a concrete solution and its solution accurately and systematically. The combination of the two is a capable ability to solve non-routine mathematical problems. Therefore, mathematical linguistics is an approach that can directly connect linguistic and mathematical intelligence to create a complete competence that can be used to solve complex problems mathematically.

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