Student engagement is an impactful component of student experience in mathematics classrooms and can shape academic and affective outcomes. The measurement of engagement in classroom settings has been limited to self-report measures or observational frameworks which privilege verbal participation. By conducting a microanalysis of two students' engagement with a meaningful mathematics task in an inquiry-oriented discrete mathematics classroom, we provide evidence for embodiment as a lens through which to effectively observe behavioral, affective, and cognitive engagement. We emphasize embodiment's potential to (a) illuminate engagement which may have gone unnoticed under observational scales which privilege verbalization, (b) account for the multimodal nature of utterances, and (c) consider the broader classroom context in which students engage with mathematical tasks. [For the complete proceedings, see ED657822.]