The introduction of digital technologies in mathematics education, started in Italy at the end of the 1970’s, has seen many ups and downs. Recently it has been incentivized, mainly with regard to the ICT, but also the use of specific software. In this paper we consider, as the crux of the issue, the appropriate training of teachers keeping this aspect in mind. For this, we analyze two interrelated classes of problems: the problems concerning the use of didactical tools and the problems linked to teachers’ conceptions of mathematics.
