This study investigates the relationship between the use of graphing calculators employed as Type II technology and student achievement, as determined by assessing students' problem solving skills associated with the concept of function, at the college algebra and pre-calculus level. In addition, this study explores the integration of graphing calculators into the methodology of the teaching of functions in college algebra and pre-calculus classes, and examined their potential to affect attributes related to student learning, such as motivation. The concept of function can be defined by means of different representations, and the ability of students to translate between these multiple representations is a crucial part of the development of their problem solving skills. A total of 86 college algebra and college pre-calculus students participated in this study during one semester. These students were divided into either comparison groups or treatment groups. The comparison groups were taught without integrating graphing calculators used at Type II technology into the lessons. The treatment groups were taught by integrating graphing calculators as Type II technology into the lessons. This study employed multiple instruments. Pre- and post-tests were administered during the teaching of 8 function units and a survey from the treatment group was analyzed. The data analysis from this study showed inconsistent results regarding the effect the use of the graphing calculator had on student achievement for college algebra and pre-calculus students being taught the concept of function. However, examining the results more closely, it is possible to see how the effect of the use of the graphing calculator on student achievement is "different" for particular function lessons for certain students and possible reasons for this difference. Perhaps most importantly, this study found that "when" a graphing calculator is used might play the biggest role in its effectiveness. In addition,the data analysis from this study helped provide information regarding the relationship that may exist between integrating graphing calculators into the study of functions in college algebra and pre-calculus classes and student motivation. Significantly, this study also found that integrating graphing calculators into the learning process improved students' "perceived" progress in their problem solving skills. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]