Developing strategies for engaging mathematics activities is always a challenge. Teachers seek out new resources and online activities to excite students and support their learning. Mathematics through Movement offers an active learning strategy requiring few resources, and a bit of imagination, to achieve a variety of outcomes across mathematics domains. It is based on sound educational theory and a lifetime of experience in dance. This paper examines the beginnings of research into this teaching strategy in a remote setting in Western Australia. It shows that this teaching tool can motivate talk, deepen understandings, and engage students in mathematics tasks. (Contains 2 figures.)