<p>This article describes the process through which we have developed middle- and high-school resources for mathematics thinking and learning that centrally feature practices of the Tla’amin Nation. Working in partnership with Elders and knowledge keepers, along with mathematicians at SFU, we highlight three themes that have guided our ongoing efforts to indigenize school mathematics: the importance of beginning with the practice, rather than with the decontextualised concepts; the significant role that language can play in appreciating Indigenous practices; the nature and role of stories in sharing knowledges with students and teachers. These are not new themes—many Indigenous scholars working in education have shared them—but we found that they gained new meanings for us in the course of developing the resources, and we hope our own learning will be of value to others engaged in similar work.</p>