Have you ever watched a student solve a math problem correctly… and then completely freeze when you ask them to explain how they got the answer?
If you teach using Illustrative Mathematics, you’ve probably seen this happen more than once.
Students are expected to discuss strategies, justify their reasoning, critique the thinking of others, and communicate mathematical ideas clearly. These are valuable skills. But for many students, especially those who are already struggling, explaining their math thinking can feel harder than solving the problem itself.
And that’s where frustration begins.
Why Students Struggle to Explain Their Math Thinking
Many teachers assume students can’t explain their math thinking because they don’t understand the math.
Sometimes that’s true.
But often, the issue is much deeper.
Students may struggle because they:
- Don’t know the math vocabulary
- Can’t organize their thoughts
- Need visual support
- Lack confidence
- Understand the answer but not how to communicate it
This becomes even more noticeable in classrooms where students are below grade level in reading or math.
When students don’t have the language to explain their thinking, math discussions can quickly turn into blank stares, shoulder shrugs, and one-word answers.
The Gap Between Understanding and Explaining
One of the biggest challenges teachers face is helping students bridge the gap between knowing and explaining.
A student may know that 47 is greater than 32.
But can they explain why?
Can they use words like tens, ones, compare, greater than, or place value?
Can they communicate their reasoning to a partner?
For many students, the answer is not yet.
That doesn’t mean they aren’t learning.
It simply means they need more support before they’re ready for complex math conversations.
Why More Discussion Isn’t Always the Answer
When students struggle to explain their math thinking, our first instinct is often to ask more questions.
Tell me more.
Explain your thinking.
How do you know?
While these prompts are important, they don’t always solve the problem.
Students need tools that help them organize their thoughts before they’re expected to share them.
Think about learning a new language.
You wouldn’t expect someone to hold a conversation before learning key vocabulary words and sentence structures.
Math communication works the same way.
Students need support before they can confidently participate.
Give Students Something to Reference
One reason students struggle during math discussions is because everything feels temporary.
The lesson is moving.
The conversation is moving.
The examples disappear.
Students need something concrete they can return to when they’re stuck.
Visual supports can help students:
When students have access to clear examples and visuals, they are often much more willing to share their ideas.
- Remember important vocabulary
- Connect ideas
- Organize their math thinking
- Build confidence during discussions
Build Understanding Before Expecting Explanation
Another common challenge with Illustrative Mathematics is that students are often expected to discuss concepts before they feel comfortable with them.
Some students need more opportunities to practice.
Not because they need easier work.
Because they need more time.
Extra practice can help students:
- Develop fluency
- Strengthen understanding
- Build confidence
- Participate more actively in discussions
When students feel successful, explaining their math thinking becomes much less intimidating.
Helping Students Find Their Mathematical Voice
The goal isn’t simply to get students talking.
The goal is to help them communicate their mathematical thinking with confidence.
That takes time.
It takes repetition.
And it often takes more support than a single lesson can provide.
When students have access to visual tools, vocabulary supports, guided practice, and opportunities to revisit concepts, something powerful happens.
They begin to trust themselves.
And once students feel confident in what they know, explaining their math thinking becomes much easier.
A Little Support Goes a Long Way
If your students are struggling to explain their math thinking, you’re not doing anything wrong.
Many students simply need additional support before they’re ready to share their reasoning with confidence.
Sometimes the best adjustment isn’t changing the curriculum.
It’s giving students the tools they need to participate successfully within it.
A few extra supports can often be the difference between a student shutting down and a student finally finding the words to explain what they know.