Integrating recently developed technological resources in mathematics education has gained significant prominence, especially in the current paradigm shift. This research assesses the preservice teachers' knowledge of using modern technological resources in teaching mathematics. The study used a descriptive survey design and purposive sampling to collect data from the twenty-nine (29) BSED-Math preservice teachers currently enrolled at the University of Cabuyao (Pamantasan ng Cabuyao). Standardized questionnaires were used to collect data. Descriptive statistics were employed to analyze the gathered data. The findings suggest that preservice teachers possess much technological knowledge of using modern technological resources to teach mathematics. Preservice teachers can proficiently integrate technology into their pedagogical methodologies. However, preservice teachers exhibit an average comprehension of technological pedagogical and technological content knowledge. This knowledge suggests that they should expand their understanding of how preservice teachers can leverage technology to augment the pedagogy of mathematical concepts. As a result, confident preservice educators may not employ specific teaching pedagogies with evolving digital technologies. The research findings suggest that preservice teachers would benefit from improving their proficiency in utilizing contemporary technological resources to teach mathematics. Preservice teachers can achieve this through participation in training programs and professional development opportunities that enhance their technological literacy and pedagogical strategies for optimal technology integration. The research established a foundation for a strategic intervention scheme that prioritizes the provision of preservice teachers with the essential knowledge and competencies to proficiently utilize contemporary technological resources in mathematics instruction during the current unprecedented circumstances.