Mathematical thinking is a complex, multi-faceted process that has been described as messy and difficult but can also show growth and insights into conceptual understanding and knowing. This paper explores the application of Edward de Bono's practical thinking, in particular, the occurrence of porridge words to examine the mathematical thinking of primary school students. The research employed qualitative research techniques using participant's drawings, their written descriptions, and interviews about their drawings. Employing discourse analysis uncovered patterns in how students used porridge words to communicate their mathematical thinking.