This article describes a 'research project' at a girls school where teachers wanted to improve their students' engagement and interest in mathematics. Conversations with the students indicated they thought mathematics was difficult but also repetitive and boring, with lessons that had little variety of tasks. While some students like to learn mathematics by practising questions on their own and teachers understand the value of practice and review, other students see this approach as repetitive and meaningless and prefer to talk about mathematics with peers as they solve problems together. The article discusses how using group-worthy tasks can promote collaboration, help students think, and promote interest and engagement.