Productive classroom talks provide learning opportunities to construct and negotiate meaningcollaboratively. To support the orchestration of productive classroom talk, teachers can use productive talkmoves. Positive relations between the number of productive talk moves, discourse quality, and learning successhave been demonstrated, but mostly at the secondary school level and in English-speaking countries. There arevery few findings from elementary school in German-speaking countries. Therefore, we analyzed classroom talkin mathematics classes in elementary schools in Switzerland (n = 22 second grade classes). The dataset includedrecordings of mathematics lessons as well as students’ pretest and posttest performance in mathematics. Theresults show that teachers varied in their use of productive talk moves and that some talk moves such asreasoning moves were preferred, depending on the teacher. In addition, the number of productive talk moves waspositively related to both the number of justifications students provided and their learning success. Implicationsfor the use of productive classroom talk in elementary school mathematics lessons are discussed.