This paper explores the use of ICTs in the middle years of schooling where the tools have been used to support mathematics learning towards more equitable outcomes. Drawing on the productive pedagogies framework to analyze over 40 classrooms lessons, it was found that there were some aspects of pedagogy that were more evident than others. The results suggest that there may be some resistance to change pedagogy in mathematics classrooms in response to the potential of ICTs and to the call for improving achievement amongst traditionally failing students. The paper concludes by conjecturing as to why this may be the case