This study investigated primary mathematics teachers’ technological, pedagogical, and content knowledge (TPACK) and attitudes towards information and communication technology (ICT) integration in mainland China during the post-pandemic period. Quantitative data were collected through a web-based self-determined questionnaire. Statistical analysis was performed using independent sample t-tests, and Mann-Whitney U tests to assess gender and teaching experience in years. Spearman’s correlation test also examined the relationship between TPACK and teachers’ attitudes towards ICT integration. The findings revealed that most mathematics teachers had adequate non-technology-related knowledge but lacked technology-related knowledge. However, they were willing to incorporate digital technologies in their teaching after experiencing large-scale online teaching. There was no significant gender or teaching grade differences in TPACK, but teaching experience positively correlated with TPACK. The study emphasizes the importance of assessing teachers’ practical circumstances before introducing TPACK development programs. Finally, the implications for teachers, educators, and policymakers were discussed at the end of this paper.