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Home teaching and learning (PdPR) has challenged the pedagogy of mathematics teachers throughout the spread of COVID-19. The implementation of PdPR requires mathematics teachers to apply technology, pedagogy and content based on the Technological Pedagogical Content Knowledge framework (TPACK). However, the study of TPACK for mathematics teachers in the context of PdPR is still new and needed. Therefore, this study was conducted to examine mathematics teachers' perceptions related to TPACK during the implementation of PdPR. In addition, this study also aims to identify differences in the perceptions of mathematics teachers related to TPACK during PdPR based on gender and level of schooling taught. This survey study involved a total of 210 respondents, who were selected through a quota sampling from Kulai district, Johor had answered the PTPK questionnaire online. The data obtained were analyzed descriptively and inferentially through independent t tests. The results show that the perception level of mathematics teachers on TPACK is high on content knowledge and pedagogical knowledge while the perception at a moderate level for technological knowledge. The results of the study failed to show that there was a significant difference in the perception of mathematics teachers on the knowledge of mathematics TPACK based on gender or level of schooling taught. Mathematics teachers were found to have not yet reached full competence in terms of technological knowledge. Therefore, support from various parties is needed to help mathematics teachers to deepen their knowledge of the latest technology from time to time for more effective mathematics teaching. [ABSTRACT FROM AUTHOR]