The aim of this work is to know the perception of the high-school student towards the teaching process of the Financial Mathematics under the modality assisted by the technology. The EAPHMF Scale designed by García-Santillán and Edel (1988) was used, which collects data associated with the student's perception of the variables that make up the techno-pedagogical model. Fifty two students were surveyed in a private institution. The results show that, as a whole the variables of the techno-pedagogical model favor the student's perception toward financial Mathematics being the ones that most contribute, the workshop-type class followed by the design of financial simulators. Furthermore, in the intervention process, an improvement in the evaluation of learning was observed.