When examining students' participation in these mathematics discussions, the focus is on their verbal contributions. However, students' nonverbal contributions--such as pointing, drawings, and models-- can be crucial resources for advancing the mathematical thinking and the collective activity of a classroom community (Johnson et al., 2023; Webb et al., 2023). In this article, the authors discuss how teachers and their students make use of displays in the context of mathematical discussions. Displays can encompass both the tangible mathematics content that is visible to all and the deliberate action of making mathematics accessible to the class. This can involve teachers or students writing on the board or projecting images (such as photos of student work, visual inscriptions, or illustrative diagrams) for the entire class to see. If used strategically, displays can be powerful pedagogical tools to support mathematics teaching and learning.