What teachers teach, how they teach it and when they teach it should be guided by the curriculum. This paper focuses on teachers' reports about how they integrate the curriculum documentation in teaching mathematics and statistics concepts. Questionnaires containing both Likert scale and closed and open-ended questions were administered to 75 mathematics teachers who were teaching from Grade 4 to Grade 12 in schools in KwaZulu-Natal province in South Africa. Teachers were requested to indicate their level of the use of national curriculum statement. The findings revealed that they had little idea about how they could integrate the curriculum documentation in mathematics teaching and learning. It is encouraging that some teachers perceived links within the vertical as well as across the horizontal curriculum, both important drivers of quality education. However, it is a concern that most teachers were unable to perceive ways of working within and across the curriculum, suggesting that professional development interventions need to consider ways in which this can be addressed. A further concern is that only 60% of teachers indicated that they used the National Curriculum Statements Grades R-12. Teachers' propensity to use the curriculum was moderated by the factors of age and participation in professional development activities.