Mathematics can be viewed as complex structures comprising intricate and profoundly useful webs of relationships. Students can experience mathematics in this way when working on mathematical tasks such as problem-solving, modelling, investigations or problem posing. Yet these kinds of tasks are seldom implemented in many upper-secondary and tertiary mathematics classrooms in New Zealand, and are sometimes dismissed by students and educators with the remark, "These are fun problems, but where's the maths?" The goal of this report was to develop ways of reporting to students, teachers and other stakeholders, the complex mathematical activity students engage in while exploring mathematical structures. The authors focused on a specific class of mathematical tasks that they call risky mathematising tasks, in which students are required to create an original (to them) mathematical product through mathematising a challenging, complex and novel situation. The authors aimed to develop forms of reporting that highlighted the complex mathematising students engaged in during these tasks, while retaining and respecting the holistic (structural) nature of such mathematical activity.