Technological mediation has gained relevance in teaching mathematics. Its usefulness and impact depend, to a great extent, on how students approach the learning of the discipline. Two independent instrumental studies were conducted to analyze the psychometric properties of the Spanish version of the Mathematics and Technology Attitudes Scale (MTAS-sv). The first was with 573 Colombian high school students (258 girls) and the second was with 400 (262 girls). Study 1 identified a three-dimensional factor structure formed by the subscales Attitude toward learning mathematics with technology, Self-concept in mathematics, and Confidence in technology, with good factorial properties and appropriate internal consistency scores ([omega subscript global] = 0.884). Study 2 collected evidence of convergent validity by demonstrating that the subscales correlate directly with similar constructs. This adapted and validated version offers a useful alternative for investigating the role of technology in mathematics education.