Boosting Math Engagement with Turn and Talk

Classroom management in math lessons isn’t something we always associate with teaching mathematical concepts, but what if I told you that a simple strategy like “Turn and Talk. Scoop everyone in.” can radically transform your math lessons? It’s one of my favorite teaching moves, and after spending 3 days in residency, in classrooms, I witnessed firsthand how it influences not only children’s engagement but also their identity as mathematicians and their ability to communicate effectively. The observing teachers consistently brought up the power of this simple move in their lesson reflections.

Let me explain how this small shift in how we engage children can have a lasting impact on their learning, sense of belonging, and overall classroom dynamics.

Why “Turn and Talk” Matters

Over the course of several days working alongside teachers in a residency, I noticed that by consistently using “Turn and Talk. Scoop everyone in.” strategies, children felt more connected and engaged during lessons. One teacher even commented, “I can’t believe how much classroom management is embedded in a math lesson!” And it’s true—the act of giving children space to talk with a partner, ensuring no one is left out, does more than manage behavior; it cultivates a rich learning environment.

Here’s why this simple teacher move is so powerful.

1. Building a Mathematical Identity

Mathematical identity is the belief that “I can do math” and “I belong in this space as a mathematician.” When we create opportunities for children to talk to each other, we are sending the message that every voice matters in the math classroom. “Turn and Talk” isn’t just about practicing communication; it’s about making sure every child feels seen and heard as a mathematician with valuable ideas.

On day three of the residency lesson after a turn and talk, one child shared, “I didn’t have a someone.” This was a pivotal moment. Instead of moving on, we paused to talk about why it’s so important for everyone to have a partner and what we could do to make sure no one is left out.

We co-created a plan together. “What can you do if this happens?” Other children could check to ensure everyone near them has a partner. The child who doesn’t have a someone also needs to advocate for themselves and ask to join a group. Both of these important solutions were brought up by the children. I also took the moment to ask, “Why is it important to have everyone included?” The children had great responses to this too, and it allowed me to purposefully share that “everyone’s voice matters, and we want everyone to have a chance for their voice to be heard.”

This simple moment was SO powerful. That child realized they were an important part of the learning community, but also highlighted the importance of advocating for themselves to be included, and the rest of the class understood their responsibility in helping each other feel included. Every child should feel that they belong, not just as a learner but as a mathematician who contributes valuable thinking. When children know they have a voice in math, their confidence grows, and they begin to see themselves as capable mathematicians.

2. Improving Communication Skills

Math is often perceived as a solitary, silent subject—children sit quietly, work through problems, and produce answers. But math is also a language. It’s about ideas, connections, and reasoning, all of which are best developed through conversation.

The “Turn and Talk” move encourages children to verbalize their thinking, articulate their reasoning, and listen to others to gain new perspectives and ideas. These are essential skills not just for math, but for life. By regularly practicing this, children become more comfortable expressing their thoughts, asking questions, and grappling with challenging concepts through dialogue.

And here’s the beauty of it: the more we slow down and take time to ensure every child has a partner, the more opportunities they have to refine their communication skills, especially those who are often left out or sitting on the ‘side lines’ hoping you don’t notice. As a result, I’ve seen children engage with math ideas that are deeper and more complex because they’ve had the space to practice discussing and listening.

3. Increasing Engagement for All Learners

In every classroom, you’ll have a mix of children—some who are eager to participate, and others who are more hesitant. “Turn and Talk. Scoop everyone in.” levels the playing field by ensuring every child has the opportunity to engage, even the quieter ones. When we stop the lesson to make sure every child has someone to talk to, we’re creating an inclusive environment where every child feels they have a role to play in the learning process.

The more we do this, the more children realize they are expected to engage and contribute. Over time, this routine builds trust and safety, so children begin to feel more comfortable taking risks and sharing their ideas, even in front of the whole group. By day three of consistently stopping to make sure ‘everyone has a someone,’ I watched more and more children—children who had been hesitant at first—diving into deep, challenging mathematical conversations.

What’s amazing is that this strategy works across the board. Whether children are struggling with a concept or already feeling confident, the act of turning and talking with a partner provides them with an entry point into the lesson, meeting them where they are and pushing their thinking further.

Classroom Engagement Through Connection

At first glance, stopping the lesson to check if everyone has a partner might feel like a detour, taking away valuable math time. But what I’ve learned is that this is actually the opposite. By investing in these moments early on, we create the conditions for richer, more meaningful mathematical discussions later. Children know their voices matter. They understand that they are accountable to their partners, and as a result, they are more engaged and willing to participate.

In a classroom where everyone has a “someone,” children not only learn math—they become mathematicians. They develop the confidence to communicate, the skills to collaborate, and the belief that they belong in the world of math.

Isn’t that every teacher’s dream?

So, next time you’re leading a math lesson, remember the power of “Turn and Talk. Scoop everyone in.” It’s more than a classroom management tool—it’s a pathway to building identity, improving communication, and creating an engaging learning space for all children.