Over a two-year period in 2016 and 2017 a team led by Bob Moses worked with teachers in Ireland on a project called The Algebra Project. This paper reports on the implementation of the Flagway Game in two primary schools in Ireland as part of this initiative. Data from teacher interviews and student focus groups are analysed using the theoretical framework of Engeström’s activity theory (1987). The findings show that both the physical and mental tools developed by Moses and colleagues do function to develop mathematical thinking and improve enjoyment in learning mathematics. Challenges exist in the form of rules that mitigate against devoting the time needed for this kind of engagement and physical infrastructure to support social learning through physical activity.