This paper examines how mathematical understandings might emerge through student-centred inquiry. Data is drawn from a research project on student-centred curriculum integration (CI) that situated mathematics within authentic problem-solving contexts and involved students in collaboratively constructed curriculum. Participatory action research (PAR) was the methodology employed and mixed methods were used to collect data. The project took place in three primary school classrooms in New Zealand. 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.