The increasing numbers of ELL and bilingual students in high schools, their high dropout rate, their low performance on standardized tests, and their low representation in STEM and gifted programs make urgent the need to focus on productive and effective instructional techniques to teach math to ELL/bilingual students in ways that motivate them to learn while becoming proficient English speakers. This study investigated the influence of the use of formal technology in ELL/bilingual mathematics classrooms on student motivation to learn and math proficiency. The researcher used a quantitative, quasi-experimental research design to investigate if there were any significant differences between two groups following the technology intervention. The control group consisted of students in a traditional math ELL/bilingual class, and the experimental group was an ELL/bilingual class with a daily structural computerized intervention. The research question guiding the study was as follows: What is the effect of formal technology integration on the math performance and motivation of ELL/bilingual students? The study used the STAR test to analyze students' math performance and the Motivational Strategies for Learning Questionnaire (MSLQ) to analyze students' level of motivation. Independent and dependent t-tests were employed for each group (control and experimental) and for each test (STAR pretest vs. posttest and pre-MSLQ vs. post-MSLQ) to find significant differences in the means. The study demonstrated that there was progress in math proficiency during the semester when using technology in the experimental group. There was a statistically significant difference between STAR Math posttest from the control group and the STAR math posttest from the experimental group, When analyzing the MSLQ results from both groups, the majority of the items showed significant differences between the group that used formal technology and the control, especially on three of the subscales: Intrinsic Goal Orientation, Self-Efficacy for Learning, and Task Value. The results of this investigation will be useful to schools and school districts that may be interested in determining the value of formal technology in math classrooms to improve student performance on computerized standardized math tests and motivation to self-explore math contents. [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.]