By writing and talking with others, they learn to use more-precise mathematical language and, gradually, conventional symbols to express their mathematical ideas. Communication makes mathematical thinking observable and therefore facilitates further development of that thought. It encourages students to reflect on their own knowledge and their own ways of solving problems. Throughout the early years, students should have daily opportunities to talk and write about mathematics. They should become increasingly effective in communicating what they understand through their own notation and language as well as in conventional ways.
Children begin to communicate mathematically very early in their lives.
They want more milk, a different toy, or three books. The communication abilities of most children have developed tremendously before they enter kindergarten. This growth is determined to a large extent by the children's maturity, how language is modeled for them, and their opportunities and experiences. Verbal interaction with families and caregivers is a primary means for promoting the development of early mathematical vocabulary. Language is as important to learning mathematics as it is to learning to read.