Primary school years are thought to be critical for students to form positive attitudes towards mathematics and acquire basic mathematical skills. In this period, teachers also have important responsibilities so that students can acquire these attitudes, knowledge and skills. In this context, it can be stated that it is important for classroom teachers to integrate technology into their lessons for an effective mathematics teaching. The ability of primary school teachers to use technology effectively in mathematics lessons is directly related to their technological pedagogical content knowledge and digital teacher competencies for teaching mathematics. For this reason, in the research, it was tried to reveal the technological pedagogical content knowledge and digital teacher competencies of classroom teachers for teaching mathematics. The research was designed in the relational survey model, one of the descriptive survey models. The study group of the research consists of 241 classroom teachers working in different provinces of Turkey. Research data were collected via google form; descriptive statistics were analyzed using independent groups t-test, anova test, pearson correlation test and simple partial regression test. As a result of the research; It was concluded that the technological pedagogical content knowledge of primary school teachers for teaching mathematics is close to the level of agree and digital teacher competencies are at a good level. In addition, the technological pedagogical content knowledge and digital teacher competencies of classroom teachers for mathematics teaching differ significantly in favor of male teachers according to the gender variable; It was concluded that there was no significant difference according to the seniority variable.