Curriculum ergonomics focuses on the “fit” between students and the curriculum, and how this “fit” extends students’ understanding of content. We argue that the opportunity for narrative in an inquiry-based learning environment in mathematics promotes this “fit” between students and the curriculum. This is in contrast to purely expository forms, which focus on description and facts. In this paper, we use Bruner's concept of narrative to propose elements of a curriculum ergonomics design framework—connection, sharing of incomplete ideas and repeated experiences over time—that promotes opportunities for “fit” in implementing mathematics curriculum. We draw on data from a primary school classroom (ages 7–8) to illustrate how this fit is played out in a classroom that engages in learning mathematics through inquiry.