The primary objective of this research was to explore the intricate relationships and mediating among self-perception of mathematics, technological self-confidence, and mathematical representations. A cross-sectional study was conducted involving a sample of 322 students from both public and private schools in Bandar Lampung, Indonesia. The data were analyzed using structural equation modeling. The findings of this study are significant and contribute to our understanding of the roles of these variables in secondary education. Firstly, the study revealed that technological self-confidence plays a crucial role in promoting mathematical representation. Secondly, technological self-confidence was found to be positively linked with self-perception of mathematics, suggesting the interconnectedness of these factors. Lastly, self-perception of mathematics was identified as a mediating variable, but it exhibited a negative association between the relationship of technological self-confidence and mathematical representation. This study offers valuable insights into the potential keys to success in the field of mathematics education, particularly in the digital age of mathematics teaching.