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Background:Teachers’ beliefs, together with sound technological pedagogical content knowledge (TPACK), are directly related to the effective integration of technology in mathematics teaching.Material and methods:This study explored the relationship between pre-service teachers’ behavioural intention to use technology to teach mathematics and their TPACK. A case-study analysis was conducted to determine whether six pre-service teachers’ behavioural intention to use technology in their classroom delivery was associated with a predominance of TPACK (the TPACK model component) in their choice of technology-supported mathematical tasks.Results:The findings showed a considerable disconnect between pre-service teachers’ behavioural intention and their technological pedagogical content knowledge. Even where they expressed favourable intentions, the type of knowledge they called into play when selecting technology-supported tasks was unrelated to TPACK and did not suffice to identify the educational potential of technology.Conclusions:An emphasis on TPACK, in conjunction with the development of favourable attitudes toward the use of technology, is therefore believed to be indispensable in pre-service teacher education programmes.

Behavioural Intention and Pre-Service Mathematics Teachers’ Technological Pedagogical Content Knowledge