Perkembangan teknologi yang pesat mendorong terjadinya pergeseran paradigma dalam proses pembelajaran matematika, di mana pembelajaran daring menjadi salah satu pilihan yang sering dilakukan. Hal tersebut berimplikasi pada adanya perubahan kerangka Pedagogical Content Knowledge (PCK) guru dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan kerangka PCK guru dalam pembelajaran matematika daring. Penelitian ini menggunakan metode analisis konten yang digunakan untuk merancang kerangka konseptual PCK guru dalam pembelajaran matematika daring. Analisis konten yang dilakukan berupa literatur review dan penggalian data. Untuk penggalian data, digunakan instrumen berupa angket dan pedoman wawancara dengan subjek sebanyak lima orang guru matematika. Teknik analisis data yang digunakan, yaitu triangulasi. Hasil penelitian menunjukkan bahwa kerangka PCK guru dalam pembelajaran matematika daring dapat diadaptasi dan dioperasionalkan dari model PCK Lannin yang meliputi: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of curriculum for mathematics dan knowledge of assessment for mathematics. Guru sudah memiliki paradigma, kesiapan dan faktor pendukung yang cukup baik dalam melaksanakan pembelajaran matematika daring, namun masih belum optimal dalam kemampuan dan struktur tugas siswa. Rapid technological developments encourage a paradigm shift in the mathematics learning process, where online learning is one of the choices that is often done. This implies a change in the teacher's Pedagogical Content Knowledge (PCK) framework in learning mathematics. This study aims to describe the PCK framework of teachers in online mathematics learning. This study uses the content analysis method used to design the conceptual framework of teachers' PCK in online mathematics learning. Content analysis is carried out in the form of a literature review and data mining. For data mining, instruments in the form of questionnaires and interview guidelines were used with the subject of five mathematics teachers. The data analysis technique used is triangulation. The results showed that the teacher's PCK framework in online mathematics learning can be adapted and operationalized from Lannin's PCK model which includes: knowledge of instructional strategies for mathematics, knowledge of student understanding within mathematics, knowledge of the curriculum for mathematics and knowledge of assessment for mathematics. Teachers already have a fairly good paradigm, readiness, and supporting factors in implementing online mathematics learning, but they are still not optimal in the abilities and structure of students' assignments.