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This study explores teacher utterances during interactions with groups of participants (10–11 years old, n = 96 from six schools in England) engaged in collaborative text-based mathematics tasks using multi-touch tables. Utterances were coded using a modified version of Engle and Conant’s framework for fostering productive disciplinary engagement (2002). The results explore the association between the frequency and categories of utterance made by the teacher and subsequent degree of group success. Interactions with successful groups changed in focus from holding students accountable to disciplinary norms towards problematising towards the solution. Evidence suggests that successful groups take note of the unvoiced proleptic connotations of teacher utterances intended to scaffold productive working practices. Less successful groups do this less effectively.