Abstract: Percent is an important concept in mathematics and yet both children and adults fine it difficult to conceptualise the concept and apply it to solve problems. To expand pupils’ approaches to percent problems, the teachers themselves must have a deep understanding of the concept and be more reflective in their choice of approaches to the percent problems. This article reports on the finding of a study on the knowledge of percent that pre-service teachers have. It also provides suggestions for the use if IT to improve the teaching of percent in the classroom.