This paper recounts observations of differences in the interactions of adult students when they are engaged in traditional worksheet tasks in contrast to small group activities and summarizes recent research on the benefits of group work in adult mathematics learning. It offers a selection of group and pair activities designed to foster discussion, encourage visualization and estimation, and facilitate a sense of mathematical meaning beyond formulae and symbol manipulation. (The asymmetry of power and knowledge is less defined in group and pair tasks than in worksheet situations because in the latter situations interactions result in explanatory speech, while in the former they result in exploratory speech. In addition to collaborative structures changing the quality of student interactions, they also expand the range of interactive roles with students spontaneously taking on roles that both increase their means of actively contributing to discussions and signal their participation. In adult classes, educators often focus on the individual needs of students that can be met with traditional worksheet tasks, but small group activities fulfill social needs that can establish cultural touchstones and position students in roles of equality. By connecting sense and symbols, group and pair activities can encourage students to make meaningful connections that strengthen and broaden their understanding of mathematics.) The document includes 14 references. (MO)