Description:
This article discusses the role in mathematics of its formal language,here called Mathematish. This language became significant when sym-bolic mathematics gradually replaced rhetoric mathematics. Mathe-matics gained in efficiency and calculation became dominant. It isclaimed that this happened at the expense of mathematical interpreta-tion, except for those who intuitively understand Mathematish. Inlinguistic argumentation it is also claimed that the structure of alanguage is naturally non-articulated for intuitive learners, often teach-ers, while teaching requires articulation. Languages are often exclud-ing. The relationship between content and language in mathematics isdescribed from several viewpoints. Three distinct types of mathemat-ical knowledge are suggested: 1. How to successfully use Mathema-tish rules, 2. Mathematish rules (computer programmable grammar),3. Ideas and meanings of mathematics, e.g. applications and meta-phors. Non-formal ways of hinting at mathematical ideas and mean-ings, shedding light on both Mathematish and content, are suggested.