Math talks a are a wonderful way to engage students in mathematical discourse. Sharing how a mind approaches and thinks about numbers allows affords students the opportunity to hear a new perspective, question and defend an approach, and ultimately co-construct new knowledge. These are the building blocks for deeper learning.
A concise explanation of math talks can be found here and plenty of videos on Teaching Channel like this one will help you see the math talks happen early for young students. I have listed a number of resources below to help you think through how to get started with math talks-how to structure them and how to develop a classroom climate that is conducive to math discourse. However, what I really want to share is, despite all of the resources I have shared, math talks don’t have to just happen inside the four walls of a classroom, they can and should happen everywhere. 
I would like to coin a term-a term that is inspired by my own two children, and a term that primary teachers and parents will appreciate: “math squawks“. Math squawks have become the white noise of my life-they are the constant discussion of numbers in the world that surrounds my four and six year old. These tend to happen mostly when we are driving in the car around town, but also happen in the house, at the park, in the grocery store, and especially at Target. This is the constant discussion of numbers-some more obvious that others, but mostly it is the acknowledgment that we are surrounded by math in our world and it can be fun to play with numbers. Much like a small bird-my kids waddle around the house and squawk numbers constantly. They aren’t formal or intentional, they really are second nature now for our family.
Sometimes I think in education we get hung up on terms and ideas and it can make it intimidating to try certain things. While there are wonderful resources on how to implement math talks in your classroom, I want to make a case for just getting kids to talk about math all the time. If you don’t know where to begin or feel overwhelmed by the idea of math talks, just start when your students are walking in a line to lunch tomorrow: “Hey, what shapes do you see on the playground?”, or “who wants to explain, using numbers, how those cubbies in the hallway are grouped?”. And if you are a parent, just start giving your children number puzzles when you drive-my husband loves to stump our kids by throwing big questions at them that is just beyond their reach and then talking through with them how you could solve it. I’m a bit more of a visual and I tend to look at numbers of things along the side of the road and make a math problem up from there. And maybe for you it simply means pausing to appreciate the math around you (I never thought I would say this but it’s actually kind of therapeutic) before you can ask your children or students to do the same.
Resources:
An entire course by Jo Boaler on number talks is linked here.
A great resources on math talks here
More resources here on creating math talk communities