Language has a very high impact on students’ mathematics achievement. This finding has been replicated in many empirical studies and also holds for students who have reached upper classes. Against this background, the article provides details on how classroom work in mathematics may be enhanced by specific linguistic approaches. These approaches are committed to the objective to have students develop a conceptual understanding of content-based meaning potentials. In particular, explanatory operators will be highlighted as they are supposed to serve this purpose very well.