The purpose of this study was to determine to what extent digital portfolios would affect mathematics achievement, attitudes, and self-perceptions of themselves as mathematics learners of sixth-, seventh-, and eighth-grade students. The study analyzed the effect of digital portfolios on the students' performance on the Iowa Test of Basic Skills. The study also analyzed the effect of digital portfolios on student attitudes and self-perceptions as measured by the Fennema-Sherman Mathematics Attitude Scale. The data from the Iowa Test of Basic Skills suggested no significant difference because of the digital portfolios. Data from the Fennema-Sherman Mathematics Attitude scale suggested a significant difference in the attitudes and self-perceptions of these students as mathematics learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]