ABSTRACT
The evidence suggests that developing effective use of digital technologies in learning and teaching mathematics is a complex matter and that, for pre-service teachers, there is much to be learned in building the appropriate skills to do this. This chapter makes use of an extended model of pedagogical content knowledge that encompasses technological knowledge, skills and understanding as this provides a suitable viewpoint for considering pre-service teachers' learning in this field. It also considers ways in which mentors can support pre-service teachers in the development of an inclusive pedagogy towards digital technologies, and discussion on developing and reflecting on progress in these aspects of teacher learning.
