Confidence in mathematics is a key factor for academic success, being influenced by emotional, behavioral, and technological aspects. The integration of digital tools, such as GeoGebra, has shown potential to promote engagement and develop mathematical skills. This study investigates how affective and behavioral engagement, confidence in the use of technology, and the perception of GeoGebra use relate to and contribute to explaining the confidence in mathematics of future teachers. The sample comprised 54 undergraduate students in Basic Education from a higher polytechnic institution. Participants engaged in learning activities involving real functions of a real variable using both traditional methods and GeoGebra. Data were analyzed using partial least squares structural equation modeling. The results indicate that behavioral engagement positively influences affective engagement, which, in turn, enhances confidence in mathematics. Confidence in the use of technology also has a positive effect on confidence in mathematics. The perception of GeoGebra use significantly influences behavioral engagement and confidence in the use of technology, but not affective engagement. These findings highlight the importance of the critical integration of digital technologies in mathematics education and emphasize the need to design pedagogical strategies that promote active participation and strengthen future teachers’ confidence in using technological tools.

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Confidence in mathematics,Confidence in using technology,Affective engagement,Behavioral engagement,Perception of software use