This work explores the deep connection between mathematics learning and mathematics applications in other sciences and its relation to technology through an experience grounded on project-based learning methodology. The theoretical framework of integrated learning (or holistic learning) was employed to investigate how understanding this relationship helps students recognize the relevance of their studies and motivates them to engage in projects that combine scientific experimentation, mathematical reasoning, and experimenting with technological tools. The experience involved a group of high-school students working on a project that used Voronoi diagrams to model an optimal rainwater drainage system for their commune in southern Chile, utilizing libraries in Python. The modeling of this issue, driven by the frequent flooding their commune experiences during the rainy season, had practical real-world significance. Through the project, students could experience the interconnection of all these subjects and develop their ability to solve real-world problems using mathematical tools. In other words, the unfolding of the experience demonstrated how an interdisciplinary and integrative learning approach can enhance students’ knowledge, providing them with essential skills while encouraging critical and innovative thinking. This approach also helps them develop a comprehensive and deeper understanding of the versatility of mathematical structures and techniques for analyzing and interpreting the world.