The new program of study for KS3 and the proposed changes in Y11 assessment for 2012 are now demanding teachers to focus again on the processes of learning. Teachers are being told they must "allow students to select the mathematics to use", "allow students to explore connected problems" and encourage them to work with real situations. These objectives raise substantial challenges to the culture of three-part learning-objective-led lessons delivering a highly detailed and fragmented technique-based curriculum that exists in many schools. In this article, the author suggests technological and pedagogical resources which can help to reconcile learning-objective-led and process-objective-led mathematics teaching. (Contains 1 note.)