This paper suggests that knowledge of the school mathematics curriculum, as one of the key components of teachers' education, can be extended to include concepts and structures that generally belong to hidden domains of the curriculum. Motivated by work done with elementary pre-service teachers in a mathematics course employing a hidden mathematics curriculum framework (Abramovich & Brouwer, 2003a), this paper shows how computing technology, including "The Geometer's Sketchpad" and spreadsheet environments, facilitate the development of entries into advanced mathematical ideas dealing with the partition of unit (Egyptian) fractions. The combination of Freudenthal's pedagogy of learning mathematics as advancement of the culture of mankind and Vygotskian theory of learning in a social context provides theoretical underpinning for this framework. (Contains 8 figures and 3 notes.)