In the context of educational digital transformation, identifying the essential knowledge required for teachers to effectively teach mathematics with technological support has become increasingly important. This article compares three influential models of technology-integrated mathematical teaching knowledge - TPACK (Mishra & Koehler, 2006, 2019), PTK (Thomas & Hong, 2013), and KTMT (Rocha, 2013, 2022)—and analyzes their applicability to mathematics teaching practices in Vietnam. A narrative review combined with content analysis was employed to describe the theoretical structures of the three models and to contrast them using four core criteria: (i) knowledge domains, (ii) non-knowledge factors, (iii) knowledge development processes, and (iv) representational forms of the models. The findings show that each model embodies a distinct conceptualization of technology-integrated mathematics teaching knowledge. TPACK offers a highly generalizable and accessible framework suitable for foundational teacher education programs. KTMT presents a layered and context-sensitive knowledge structure, making it well-suited for curriculum development, competency frameworks, and educational policy. PTK highlights instrumental genesis and classroom-based professional practice, making it particularly valuable for school-based professional development and practice-oriented research. Based on the comparative analysis, the study proposes several directions for applying the three models in teacher preparation and professional development in Vietnam. It also suggests future research avenues, including the development of assessment scales, the design of professional development programs, and the implementation of intervention studies aimed at enhancing teachers’ capacity to teach mathematics with technology in the digital transformation era.