When we ask students to talk about their mathematical thinking, we are helping them develop the literacy of mathematics—the ability to communicate ideas clearly, accurately, and with the appropriate vocabulary. One powerful way to do this is through talk moves: deliberate prompts and responses that guide classroom discussion and encourage students to engage with one another’s reasoning (Way & Bobis, 2017).
Talk moves shift the focus from simply providing the right answer to making sense of mathematics together. For example, teachers might revoice a student’s contribution to emphasise the mathematical language, or ask another student to repeat an idea in their own words. They can invite students to agree or disagree and explain why, or encourage them to add on to a peer’s suggestion. Providing wait time before calling for responses is also important, as it gives all students the chance to process and prepare their reasoning.
By using talk moves, teachers create a classroom culture where mathematical talk is valued, where students are expected to listen, reason, and justify, and where the transition from everyday language to formal mathematical vocabulary is supported. In this way, talk moves become an essential part of developing students’ mathematical literacy, reasoning and confidence.
Talk moves
Wait time
Time for students to organise their thinking ready to offer more considered responses.
It sounds like:
- Stop and think…
- Take your time…
- Let’s stop and think…
Turn & talk
An opportunity for students to rehearse and clarify their responses before sharing with the class.
It sounds like:
- Talk to the person next to you about your thinking…
- Listen to what your partner is thinking…
Revoicing
Useful for clarifying meaning, highlighting an important idea or revealing a misconception.
It sounds like:
- So you are saying…
- Are you saying…?
- Have I said that correctly…?
Reasoning
Encourages students to elaborate or justify their thinking and listen to the thinking of others.
It sounds like:
- What do others think… Why?
- What do you think that?
- Do you agree or disagree?
Adding on
Invites students to be active participants in discussions by building on the thinking of others.
It sounds like:
- Would anyone like to add on to that?
- Can you say more about that?
Repeating
Slows down the discussion of complex ideas and draws students’ attention to important content.
It sounds like:
- Can you repeat what … said?
- Can someone say that using different words?
Revise thinking
Indicates to students that it is acceptable to change their thinking as they develop new knowledge.
It sounds like:
- Have you changed your answer?
- Has anyone revised their thinking? Why?
Further reading
Way, J., & Bobis, J. (2017). The literacy of mathematics (PETAA Paper No. 208). Primary English Teaching Association Australia.