Mandates to improve curriculum and instruction have failed to produce mathematically proficient students, with 40-60% needing remedial coursework in college, despite incorporation of technology. The SAMR (Substitution, Augmentation, Modification, Redefinition) model redirects technological focus away from specific technologies to how technology is used, aligning with Bloom's taxonomy. The researcher used multiple linear regression analysis to quantify the contribution of the four independent variable SAMR components on the dependent variable of MAP (Making Achievement Possible) Growth in math for 644 students taught by eight teachers across 36 class sections at a single Indiana middle school. A wide range in teacher use of technology corresponded to significant (p < 0.05) differences in MAP Growth. Multiple linear regression revealed that incorporation of SAMR elements above Substitution explained a small, 2.0%, yet significant (p = 0.001) part of variation in MAP Growth. At least Most Weeks use of Augmentation added 1.06 points ( p = 0.008), Modification an additional 2.12 points (p = 0.002), and Redefinition an additional 1.19 points (p = 0.003) for a combined significant net 4.37-point increase in MAP Growth. The findings led to a recommendation of investment in professional development training rather than focusing on adding specific technology tools, with the study finding among teachers with the same technology tools available at the site school, only some used them at high learning levels. [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.]