AbstractThere is widespread belief that computers should be used for the teaching and learning of mathematics. Research indicates that computers are primarily used in mathematics classes: (1) to reinforce previously taught concepts, (2) to allow students to construct computer programs to simulate mathematical techniques known to the student and (3) to explore mathematical microworlds encompassing mathematical ideas and concepts normally known to the student. Furthermore, it is said that pre‐service teachers should experience the learning of mathematical ideas and concepts of which they had no prior experience in environments in which computers are just one of the resources available for exploring and experimenting with these ideas and concepts. How should these learning environments be constructed so that pre‐service teachers are sensitised to the value of doing mathematics in such environments? Is a student's understanding of novel mathematical concepts enhanced when s/he explores it in a computer‐enriched environment? An experiment with pre‐service teachers was carried out in a college of education for blacks in South Africa. This article describes the insights gained from this exp