Although refuted many times, the commonly accepted story about Indigenous communities in Australia is that they had few counting words and thus were lacking in ways to quantify amounts. In this paper, we use the case of quantifying to discuss how Indigenous mathematics can be used, not just to help Indigenous students transition into the classroom but also back into their home communities. We argue that mathematics education must take seriously its responsibility to support Indigenous students to gain school mathematics and also to help maintain the use of traditional mathematical ideas. If this does not occur, mathematics educators will contribute, intentionally or unintentionally to the loss of Indigenous knowledge that present and future generations of Indigenous people will hold them responsible for.