This paper is a reading of Ludwig Wittgenstein's ideas on language that uses silence as a guiding thread. Our aim is twofold: the first is to identify the forms of silence in the life and work of the Austrian philosopher as an attempt to understand the author and his idiosyncratic style, marked by unsystematic and aphoristic writing; the second is to identify the forms of silence expressed in the learning of school mathematics based on Michael Peters' assertion that there is pedagogical potential in the way the philosopher undertakes his critique. We seek, through an unconventional perspective "shown" by Wittgenstein, to identify the unspoken, show it and unveil the spell through language in the games we play on a daily basis.