In this article, the authors provide a brief literature review on the significance of partner work for young children’s linguistic and academic development. They include the strategies they used to scaffold children’s mathematical understanding, and they present descriptions of three themes that emerged from an analysis of their observational data related to how children expressed their mathematical understanding: drawings; physical movement; and representation through concrete materials. Although the work of the authors focused on children in dual language classrooms, they conclude the article by offering implications for early childhood teachers in a variety of settings.