The alphanumeric image: a discursive anthropology of Mathematics Education

The research examined how language, number, and image interact in Mathematics Education, arguing that their separation results from 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 answers 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. The article is organized into four parts: 1) presentation of the argument; 2) review of studies on Mathematics, culture, and language; 3) analysis of OBMEP responses; 4) suggestions for future research and educational strategies, exploring intersections between the BNCC and collaborative initiatives between Mathematics and Portuguese Language.