The purpose of this study was to determine whether mathematical reasoning ability significantly mediates the relationship between technology integration and problem-solving skills among Grade 10 students in New Corella District, Division of Davao del Norte for the School Year 2024-2025. A total of 275 students were included in this study. These participants were chosen by way of stratified sampling and approved criteria. The respondents answered two survey questionnaires and one researcher-made test during the data gathering procedure. The data was analyzed using the Mean, standard deviation, Pearson r, and regression analysis. Moreover, there is a significant relationship between technology integration and mathematical reasoning ability. Mathematical reasoning ability does not significantly mediate the relationship between the technology integration and problem-solving skills of students in Mathematics. These findings suggest that while technology integration positively influences mathematical reasoning ability, it does not directly translate to improved problem-solving skills, indicating that other factors may play a more crucial role in developing students' problem-solving competencies. The absence of significant relationships between problem-solving skills and both technology integration and mathematical reasoning ability highlights the need for further exploration of instructional strategies and cognitive processes that contribute to effective problem-solving in mathematics education.