How do students cope with and make sense of polysemy in mathematics? Zazkis (1998) tackled these questions in the case of 'divisor' and 'quotient'. When requested to determine the quotient in the division of 12 by 5, some of her pre-service teachers operated in the domain of integers and argued for 2, while others adhered to rational numbers and suggested 2.4. Zazkis also reported that the teachers did not reach a consensus around the quotient in the assigned division and turned to her for 'the right answer' that would resolve the discrepancy. In this way, polysemy does not seem to shape their individual concept images (Tall & Vinner, 1981), which may indicate insufficient awareness of it. The author's central claim in this communication is that while mathematics is replete with discrepancies in general and polysemy in particular, school and university may not provide students with enough opportunities to become aware of it.