The study examines the potential of digital educational resources for mathematics teaching in inclusive education and the readiness of pre-service mathematics teachers to integrate these resources into their professional practice. The research was conducted at O. Zhanibekov South Kazakhstan Pedagogical University. The methodological design combines a questionnaire with practice-oriented mathematical tasks. GeoGebra and Desmos were incorporated into the practical component to assess participants’ ability to visualize mathematical content, use digital tools purposefully, adapt mathematical tasks to inclusive learning requirements, and differentiate activities according to learners’ educational needs. The practical tasks were evaluated using five criteria: mathematical accuracy, effective use of digital tools, visualization, inclusive adaptation, and task differentiation. The methodological framework therefore approaches digital competence not merely as technical proficiency but as the ability to integrate technology with mathematical content and inclusive pedagogical practices. The practical significance of the study lies in its potential contribution to mathematics teacher education by supporting the development of learning activities that integrate digital competence with the capacity to design accessible and differentiated mathematics instruction.