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This study investigates tasks in 14 didactical sequences developed to connect mathematics and the new Danish subject called Technology Comprehension, which is currently being implemented at 46 schools in a pilot project. The paper develops six categories that describe the different natures of the relations between programming and computational thinking (PCT) and mathematical competencies. These six categories are no mathematics involved, no PCT involved, mathematics as a context, PCT as a context, conceptual integration and operational integration and are defined by distinguishing between actions and concepts in both mathematics and PCT. We conclude the paper by reflecting on the usefulness of such categories beyond the national context from which they are developed.