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Diminishing duplication and finding connections between the "Australian Curriculum: Mathematics" and "Digital Technologies" were a focus of the revision to version 9. This emphasis has provided enhanced opportunities for integration of these learning areas. In this exploratory multiple case study, interviews with teachers following teaching an integrated task identified connections to other mathematical concepts that had not been considered during planning. These findings indicate that integrating mathematics and digital technologies can potentially provide opportunities to deepen and consolidate learning in mathematics through connections beyond the initially intended concepts.

Curriculum change affords middle leaders opportunities for pedagogical and planning renewal. This paper reports case studies of two schools engaged in preparing for implementation of Version 9 of the Australian Curriculum: Mathematics. Drawing on interview data from a middle leader from each school, Bacchi's question, "What's the problem represented to be?" was used to explore factors underpinning how these leaders identified a "problem" to be addressed. Findings revealed that even when shown alternative interpretations of their perceived problem, these middle leaders were still "driven" by their own interpretation of the problem.