Does articulation matter when learning mathematics?

In this paper, we set out why we feel that it is important for pupils to articulate their mathematical ideas as they come to learn mathematics, whether orally, in writing or through some other representation. We explain the connections we see between thinking, articulating, learning and building a pupil’s identity as a competent user of mathematical skills, thinking and reasoning. We believe that articulating mathematical ideas contributes to building what we will call ‘mathematical resilience’