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.
As students enter school, their opportunities to communicate are expanded by new learning resources, enriched uses of language, and experiences with classmates and teachers. Students' developing communication skills can be used to organize and consolidate their mathematical thinking. Teachers should help students learn how to talk about mathematics, to explain their answers, and to describe their strategies. When students struggle to communicate ideas clearly, they develop a better understanding of their own thinking. Working in pairs or small groups enables students to hear different ways of thinking and refine the ways in which they explain their own ideas.