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As members of a research group taking initial steps for creating mathematics curriculum in an Indigenous language (Yakama Ichishkíin), we engaged with an unanticipated outcome: the ways Indigenous identities and homelands are fractionated, as part of ongoing colonizing harm. Our work centers on how mathematics instruction can help heal, by recognizing, valuing, and inviting learners to wholly engage in mathematics in ways that honor and reflect Indigenous ways of being and knowing.