The effective integration of Information and Communication Technologies (JCT) in mathematics education has become a challenge for practitioners and researchers. In this sense, the TPACK framework has been employed in many studies associated with the use of JCT in the classrooms. However, reports on the pre-service teachers' development of TP A CK in mathematics teaching and learning environments appear to be still insufficient to provide sound understanding of such an evolution and, in particular, of their perceptions regarding the use of technology subsequent to their university training in mathematics teaching. With this purpose in mind, through a single survey design study, information ji-om a sample of 166 pre-service primary teachers has been collected and a multiple regression analysis has been performed leading to a predictive model where contextual knowledge and technological knowledge in pre-service teachers' TPACK contain best information to be able to predict their attitudes towards the integration of JCT in the mathematics classroom.