Often mathematics teachers are reluctant to use even free digital tools, such as GeoGebra and Scratch, due to their lack of insight and conviction about how tools impact learning, but also other contextual and personal factors, involving their own digital competencies and confidence in their technological pedagogical knowledge. In this paper, we take a theoretical look at four frameworks regarding teachers’ mathematical, pedagogical and technological knowledge and competencies and discuss the potentials of networking these four theoretical frameworks, namely KOM, MKT, TPACK and instrumental orchestration. We use this networking of theories as a basis for coining the notion of teachers’ mathematical digital competencies when teaching mathematics.