This audio examines how language, number, and image interact in mathematics education, arguing that their separation is the result of historical processes. It discusses the implications of this separation within schools and in public opinion. Based on Michel Pêcheux’s discursive theory and anthropological perspectives, it analyzes high-performing OBMEP responses to understand how their linguistic and numerical practices are articulated. The results indicate that variation in statements and their cultural variety do not affect mathematical accuracy.

New tracks tagged #mathematics education