This qualitative study explored the mathematical skills utilised in the design and construction of electronic systems by Technology Education pre-service teachers (n = 86). It addressed the notion of interdisciplinarity between Mathematics education, Physics education and Technology education. The study took place at a South African university and was guided by combined theories of constructivism and mathematics modelling. Written responses, designed artefacts, classroom activity observations and interviews contributed to the data. It was found that the pre-service teachers applied many arithmetic concepts unconsciously while they were designing their artefacts. Cumbersome use of terminology in Electronic Systems and misconceptions of concepts in Mathematics deviated confidence in their process of design and operation of the electronic systems.

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