Learning is a social activity but mathematics classrooms are often sites for solitary work or at best, parallel work where students may sit in groups but do not interact. For the engagement of learners, working collaboratively in mathematics represents a significant shift in practice. This paper explores the principles of cooperative learning environments ad with the roles that learners need to undertake to ensure group participation and membership. Working in Indigenous environments, there are considerable challenges to implementing a collaborative learning environment despite its synergies with Indigenous ways of knowing.