For students to engage in mathematical thinking, a greater emphasis is needed on the expectations of students, by themselves and others, as active listeners and explainers. As student responsibility for mathematical thinking and participation increases, the roles of the teacher and learner change. A qualitative study of changing classroom expectations in a Grade 2 class was conducted. The teacher saw her role shifting to that of facilitator and the students' expectations were as active listeners and explainers. The type of questions asked by the teacher was instrumental in whether justification and mathematical reasoning was elicited from all learners.