Challenges to using digital technologies in mathematics teaching and learning: the view of Chilean teacher educators

The integration of digital technologies in mathematics education has become increasingly critical, yet significant challenges persist in teacher preparation contexts. This study examines the challenges that Mathematics Teacher Educators (MTEs) identify when teaching mathematics using digital technology, contributing to understanding the training perspective needed for effective digital technology integration in mathematics teacher education. An exploratory-descriptive qualitative study was conducted with 90 Chilean MTEs who responded to a single open-ended survey question: “What is the most challenging aspect of teaching mathematics using digital technology?” Responses were analysed using thematic analysis with a deductive-inductive coding approach. Five thematic categories emerged from the analysis. First, mathematical learning at the centre emphasises that digital technology use is only justified insofar as it supports mathematical reasoning, concept connection, and meaning construction; technology must not replace the essence of mathematical knowledge. Second, technology as a pedagogical tool reflects educators’ conception of digital tools as subordinate to pedagogical intent, with selection and planning guided by learning objectives. Third, pedagogical conditions and challenges encompass structural and institutional limitations including access and infrastructure, alongside challenges in managing student use of technology. Fourth, training and time required highlights the need for specialised technical and pedagogical mastery, with teachers moving from “knowing how to use” to “knowing how to think with technology”. Fifth, digital transformation reveals that technology integration requires profound epistemic, ontological, and methodological changes in mathematics teaching and learning, beyond mere pedagogical adjustment. A central finding is that Chilean MTEs do not reduce mathematical digital competency to technical mastery or tool selection; rather, they frame it as an epistemically and didactically oriented competency in which technology must remain subordinated to mathematical reasoning and learning. The study distinguishes infrastructure and access challenges from deeper teaching-learning challenges and reveals its cognitive-mediator role. Professional noticing emerges as a secondary, underdeveloped competency. Findings have implications for teacher education policy and practice, particularly in contexts with new mandatory digital standards.