The problem addressed in this study was that teachers underestimate the benefits of technology usage in grade nine Algebra mathematics classrooms. The purpose of this quantitative quasi-experimental study was to examine how the use of a supplemental digital mathematics tool affected achievement scores among grade nine Algebra mathematics students over time. The quasi-experimental pretest/posttest model was used to investigate the connection between the independent variable-technology integration of a supplemental digital mathematics tool-and the dependent variable-student mathematics achievement. The participants in the study were from one of the high schools within the intended school district in central North Carolina. A convenience and purposive sampling were used to select the 54 participants. The use of IXL as the intervention was used instead of direct instruction to teach and monitor student progress towards understanding of Common Core standards. Prior to the six-week intervention, students were administered a 20-question paper version pretest to form a baseline score and a 20-question paper version posttest and the conclusion of the intervention. A paired samples t-test was conducted to determine what, if any, statistically significant differences existed in mathematics achievement scores in Common Core grade nine students using a supplemental digital mathematics tool over time. There was not a statistically significant difference between mean scores (p > 0.05) of the LEAP 2025 pretest and posttest therefore the null hypothesis was accepted. It is suggested that future research focus on two items: the relationship between technology and academic achievement in mathematics and to extend this study to explore the relationship between supplemental digital mathematics tools and students' mathematics acquisition in elementary and middle grades as this study was limited to ninth grade students. [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.]