Poor numeracy skills is a problem in mathematics education. The mediating role of mathematics self-efficacy on the relationship between attitudes toward technology-based learning and numeracy skills was verified. Predictive design, proportionate stratified random sampling, survey technique, and mediation analysis were applied. The data from 200 grade 8 students revealed that the link between attitudes toward technology-based learning and numeracy skills was not significantly mediated. Future research may explore other mediating variables and qualitative insights, while curriculum planners may focus on integrating technology to improve students numeracy skills.