This pamphlet reports on a project in Tasmania exploring whether the "natural learning conditions" approach to language learning could be adapted for mathematics. The connections between language and mathematics, as well as the natural learning processes of language learning are described in the pamphlet. The project itself is described--small groups of teachers alternating workshops with classroom trials--and three examples of classroom work resulting from the project are provided ("Thomas' Banana--Math Conferencing", "Matthew's Square Root," and "Now You See It--Now You Don't.") A summary outlines major findings of the project: (1) many of the processes are already in place; (2) other processes can be easily adapted; (3) changes have to be made to the mathematics; and (4) children must be allowed to record their work in their own way. The pamphlet contains a discussion and sample listing of "challenges" (open-ended problems used to present math to children). It concludes with a brief description of future project plans. (SR)