This study on the use of math apps and the performance of grade 8 students in Mathematics under new normal education is underpinned by the TPACK framework of Shulman’s (1987,1986) in describing how teacher’s understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. In this model, the three main components of teacher’s knowledge: content, pedagogy, and technology were considered in determining the effect of Math Apps on the performance of the grade 8 students at San Cristobal National High School, the School Year 2020-2021. It is a quasi-experimental research that used pre-test and post-test and a descriptive research design in describing the level of pedagogical design and features design of math apps. Analysis revealed that the pedagogical design as well the features Design of Math Apps were resulted to a very great extent. The level of the students’ performance in Mathematics resulted in a great improvement from Developing into Proficient and Advanced stages. The test of difference between the pre-test and post-test revealed that there is a significant difference between the level of students’ performance in Mathematics. Further, the study showed that Math Apps significantly affect the students’ performance in the subject. Based on the results and conclusion, it is recommended that students secure different math apps since they can greatly help them improve their number intelligence; that Mathematics teachers showcase the apps and other related learning tools, and that the Department of Education strive more to address the needs of the students in this New Normal Education.