The research reports on the gap between the training needs of mathematics teachers and the content of programs to train future teachers. For this reason, a course on the use of technology to teach mathematics is proposed. In this article, systematization is used to account for a view of their own knowledge about practices and the way in which they support the production of knowledge in classroom practices. This knowledge seeks to contribute to the design of a course that aims to train in the use of technology to teach mathematics. The conclusions inform that the methodological design of this course allowed to recognize and to visualize needs of formation and to establish differences between the uses that the pre-service teacher realize to solve mathematical problems and uses with projection to the professional exercise. 
