This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) research in primary mathematics education, focusing on studies published between 2005 and 2022. The review aims to identify common features and research gaps in TPACK studies and evaluate the characteristics of TPACK instruments used in primary mathematics education. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies and found five main focuses: designing lessons, evaluating teachers' knowledge of integrating digital technologies, designing assessments, evaluating training programs, and informing professional development program designs. The findings can assist educators in designing better professional development programs and researchers in locating appropriate TPACK instruments. The review also highlights research gaps, such as how to measure primary mathematics teachers' TPACK, how to design TPACK instruments that include contextual factors, and how to develop TPACK-oriented teacher training programs. The TPACK framework, which integrates content, pedagogy, and technology knowledge, is crucial for understanding teachers' capabilities in integrating digital technology into teaching. The review concludes by discussing the need for more comprehensive evaluations of TPACK research in primary mathematics education and the importance of considering developmental factors and pedagogical principles specific to this context.This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) research in primary mathematics education, focusing on studies published between 2005 and 2022. The review aims to identify common features and research gaps in TPACK studies and evaluate the characteristics of TPACK instruments used in primary mathematics education. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedure to investigate TPACK-related studies and found five main focuses: designing lessons, evaluating teachers' knowledge of integrating digital technologies, designing assessments, evaluating training programs, and informing professional development program designs. The findings can assist educators in designing better professional development programs and researchers in locating appropriate TPACK instruments. The review also highlights research gaps, such as how to measure primary mathematics teachers' TPACK, how to design TPACK instruments that include contextual factors, and how to develop TPACK-oriented teacher training programs. The TPACK framework, which integrates content, pedagogy, and technology knowledge, is crucial for understanding teachers' capabilities in integrating digital technology into teaching. The review concludes by discussing the need for more comprehensive evaluations of TPACK research in primary mathematics education and the importance of considering developmental factors and pedagogical principles specific to this context.