Digital learning resources are something that all students should have the opportunity to use in mathematics teaching. For teachers to be able to implement digital learning resources in mathematics teaching in a meaningful way, they must receive qualifications in the area and be aware of the opportunities and obstacles that exist with their use. 

This study aims to investigate how primary school teachers view the use of digital learning resources in mathematics teaching. The empirical data for the study was collected through semi-structured interviews and three quantitative assessment questions with nine working primary school teachers from two different schools. The theoretical framework used is Technological Pedagogical Content Knowledge (TPACK) and the sociocultural perspective. The study showed that teachers' digital competence affects their view and attitude towards digital learning resources and how much they choose to use them.