Virginia Kindergarten Readiness Program
The Hidden Power of Math Talk
Have you ever thought about how math talk in the classroom supports children’s learning? We often think about conversations as supporting children’s language skills, but talking about math and using math language also promotes math learning. Whether counting blocks as you stack them, discussing sharing fairly during snack time, or asking a child to explain their thinking, there are so many ways to incorporate math talk into activities throughout the day!
A Powerful Tool To Support Children's Skill Development
When we think about early math instruction, we often picture counting charts, calendar routines, or number-writing practice. However, one of the most powerful math tools in classrooms serving pre-k and kindergarten students isn’t just a worksheet or a center bin. It’s using math talk and encouraging students in your classroom to talk about math!
From three-year-olds building with blocks to kindergarteners solving story problems, “math talk” — the intentional use of rich mathematical language — strengthens number sense, reasoning, and problem-solving across the entire early childhood span.
Let’s explore what math talk looks like from pre-k through kindergarten and why it matters so much!
What Is Math Talk?
Math talk is intentional conversation that:
- Encourages children to explain their thinking
- Builds vocabulary
- Promotes reasoning
- Connects math to everyday play and experiences
How Math Talk Grows in Pre-K and Kindergarten
The beauty of math talk is that it evolves as children grow! And, as an added bonus, it doesn’t require new materials or extra time. It fits seamlessly into what you’re already doing in your day-to-day interactions with children. Let’s consider a few examples of math talk during various times in a school day:
Block Center
- For younger children: “How do you know this tower is taller?” or “Is this one longer or shorter or the same?”
- For older children: “How many more blocks will you need to make the towers the same height?” or “What would happen to the tower if you were to move this block to the tower next to it?”
Snack & Meal Time
- For younger children: “Who has more crackers?” or “How can we make sure everyone has the same number of crackers?”
- For older children: “If we have 12 friends and each gets 2 apple slices, how many slices do we need?” or “If you give one away, how many are left?”
Transitions
- For younger children: “Are there more boys or girls in line?” “Let’s get in line from tallest to shortest!” or “Let’s make a repeating pattern to stand in line – boy, girl, boy, girl..”
- For older children: “We need 6 friends at the table before we begin. How many more friends do we need to join us?”
In addition to the examples above, you can use resources on the Learning & Teaching with Learning Trajectories website or the ECE Resource Hub to explore opportunities for additional math talk in various games, activities, etc.
Why This Math Chatter Matters
When children regularly engage in math conversations, they:
- Make their mathematical thinking and ideas visible.
- Represent and revise their mathematical ideas based on what happens in conversation.
- Build confidence in their ideas and also their desire to share their ideas with you and their peers.
- See math as something they do and talk about with others.
Math is more than learning to count: children dive into other areas that build strong mathematical skills, like number sense, shape and spatial reasoning, and measurement through opportunities to talk about and explain their mathematical thinking.
More Questions for the VKRP Team? VKRP provides support via the online chat feature in VAConnects, via email at vkrp@virginia.edu, and via toll free at 866-301-8278.