关键词：In this article we explore similarities and differences between the two school subjects; Norwegian (mother tongue) and mathematics taking a phenomenological perspective of meaning and a didactical meta-perspective (Literacy perspective. Our argument is on three levels which together enhance the perspective of meta-language and insight. First we consider the level of discourse which primarily concerns cultural relations and communities of meaning; for example subject-related communities. The next level is genre concerning both common cultural texts and practices and the necessary cognitive framework for meaning. Finally; we consider arguments regarding the modes of thought which underpin subject-specific learning. Thus we are back in the literacy perspective. Our argumentation is underpinned by data from own classroom research in Norwegian and mathematics and also by other research.
