Abilities in using decontextualised linguistic forms seem to be of great importance for subject-specific learning in school, including the learning of mathematics. However, the basic elements for mastery of these competences are usually not taught in school, but are assumed. Where can young learners gain these abilities? Based on Cloran and Hasan’s investigation of mother-child discourses, the ongoing study presented in this paper analyses pre- school learning in kindergarten and compares this with mathematical learning in primary school Year 4. The goal is to investigate to what extent the linguistic dis- course in kindergarten and primary school gives chil- dren the opportunity to achieve mathematics-specific discursive competences that allow them to participate successfully in the discourse of the mathematics class- room.