In the learning of mathematics, students' oral and written vocabulary can inform about some concepts and their form of mental representation. This is one of the objectives proposed in this study. For this, a test was implemented that addresses six mathematical concepts linked to the numerical system and positional value. The sample included 40 students from Santiago Chile from three educational centers (municipal, private subsidized and private) randomly selected, with an age range of 10 to 17 years. The analysis of the results evidenced the importance of vocabulary in specific contexts to access lexical availability and its associated concepts. This line of research allows to study lexical categorizations and expand the field of vocabulary instruction in mathematics. One conclusion of the study is the teaching of mathematics as a language and not as a mere procedure.

The objective of the research was to validate an early detection test for reading difficulties (Cuetos and Suárez-Coalla) in a sample of four-year-old Chilean children. The test includes six tasks that assess the components of phonological processing: a) Phoneme discrimination with five pairs of words for children to recognize if it sounds the same or different; b) Identification of phonemes, a sound is presented and the child repeats it and then recognizes if that sound is in other words; c) Segmentation of syllables, each syllable of a word is identified; d) Repetition of pseudowords, the child repeats words that do not exist because they have been invented; e) Repeating digits of different sizes without making mistakes, the series ranges from one to five digits; f) Verbal fluency, the name of an animal is presented and the child must repeat all the animals that occur to him, in a lim...