This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. The project involved case studies in three New Zealand primary school classrooms. Mixed methods were used to collect data while participatory action research was the methodology employed. Three scenarios were described and analysed. The findings indicated that mathematics centred on real-life learning was highly engaging and that the measurement and geometric thinking explored went beyond New Zealand curriculum requirements.