The present study aimed to determine the proficiencies of digital education platforms employed in mathematics courses instructed by classroom teachers based on various variables. For this purpose, the views of classroom teachers on the sub-dimensions of the Digital Education Platform Evaluation Scale (DEPES) were analyzed based on various variables. Correlational survey model was employed in the study. The study group included 601 classroom teachers employed in public and private primary schools in Istanbul during the 2020-2021 academic year. The Digital Education Platform Evaluation Scale (DEPES) was used in the study. SPSS 23 statistics software was utilized to analyze the study data. The differences between the paired variables were determined with the Mann-Whitney U-test, and the Kruskal-Wallis test was used to determine the differences between the other variables. The efficiency levels of the digital education platforms employed in primary school mathematics course were analyzed based on content, design, motivation, and teacher proficiency. The analysis of the views of the teachers on the efficiency of the digital education platforms based on the gender, seniority, age, education level, grade of instruction, school type, in-service training variables revealed significant differences between the scores of various platforms. It was determined that teachers who have seniority and age found EBA sufficient, less seniority and younger teachers found Okulistik sufficient. In general, the content of all platforms should be developed. The present study is considered important since the efficiency of digital education platforms frequently employed in the current learning and instruction processes was determined.