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The linguistic complexity of the tasks of the standardized final exams in mathematics are often criticized by the media or by frustrated pupils or teachers. This diploma thesis attends to these accusations and deals with the topic of language in mathematics. It discusses the characteristics of mathematical language in school, its diffculties and possible challenges for the students and especially focusses on text understanding with regard to text-based tasks. Depending on the theory of thisdoi:10.25365/thesis.43132 fatcat:ny3sjunbhrfmfmbybeghr2axaa