That’s it. Two simple words that can unlock deeper thinking and richer discussion than any direct question. This statement has the power to encourage students to elaborate on their thoughts and empower them as emerging mathematicians. Let’s revisit a scenario we examined in last month’s blog post to see the difference this shift can make.

A Common Classroom Moment

In an Algebra 2 class, students were introduced to the constant e for the first time. After an exploration that led them to recognize e as a constant rather than a variable, the teacher asked, “Why do you think e is represented as a letter instead of its approximate value, 2.7?”

One student responded, “Because it’s irrational.”

The teacher followed up with, “What does irrational mean?”

The student hesitated before answering, “It’s not a real number.”

At this point, the teacher might assume the student has a fundamental misunderstanding of irrational numbers and feel the need to reteach the concept. Or worse, the teacher might see this as evidence of a widespread gap in students’ foundational knowledge. But what if this response stemmed not from a misunderstanding but from a lack of precise vocabulary? What if the student knew what an irrational number was but struggled to articulate it clearly—a common challenge when learning mathematical language?

A Different Approach

Imagine if, instead of asking a pointed question, the teacher had simply said, “Say more.”

Rather than feeling like they were being quizzed, the student would have been invited to elaborate. They might have clarified their thinking, demonstrating a stronger grasp of the concept than their initial response suggested. Or they might have revealed a genuine misconception, but in a way that allowed for exploration rather than correction.

Why It Matters

“Say more” signals to students that their thoughts are valued. It tells them they are active contributors to the classroom discourse, not just passive recipients of information. It shifts the classroom culture from one of right and wrong answers to one of curiosity and discovery. Instead of putting students on the spot, spiking their anxiety, and turning math class into a performance, it fosters a safe space for them to voice their conjectures. It reinforces the idea that math is figure-out-able—by them.

Next time you’re assessing a student’s understanding, try this simple statement or variations on this statment such as, “Tell me what you are thinking,” “Explain what you mean,” and “Can you expand on that?” instead of a direct question. Try “Say More” or some variation and let us know in the comments what happens!