The present study is part of a hermeneutic inquiry that re-conceptualizes mathematics curriculum as recursive through the lens of complexity thinking. In recognizing the pervasiveness of the phenomenon of a learner encountering something she has previously encountered before and the lack of attention in orientating such reencountering towards transformation in theory and practice, the process of reviewing is reinterpreted as re-viewing and re-encountering. Four forms of re-encountering (re-languaging, re-imaging, re-inbodying, and re-storying) are proposed. Each form is informed by related lived re-viewing experiences, in which a learner learned something new through encountering what s/he had encountered before. Such texts of experiences are generated through autobiographical reflections, teaching documents analysis, conversations with experienced high school mathematics teachers, and iterative reinterpretations of them. This study can provide theoretical and practical references for mathematics educators and education researchers to draw inspirations from, when designing towards recursive curricula that center on re-encountering.