The purpose of this quasi-experimental quantitative study was to determine if the incorporation of a student response system in third grade mathematics led to an increase in student achievement as measured by the MAP Growth: Math 2-5 CCSS 2010 V2 interim assessment. The study was founded on the basis that providing students with educational technology could allow for greater levels of student achievement. Applying constructivism as a theoretical lens, this study sought to determine if students were able to become more active participants in their learning and were involved in the construction of new knowledge. This study sought to determine if SRS technology affects the extent of change in math achievement between those who use the technology and those who do not; it considered composite math scores as well as specific Common Core State Standards (CCSS) mathematical domains: Operations & Algebraic Thinking, Numbers & Operations, Measurement & Data, and Geometry. This study used a sample of 138 third grade students (83 treatment, 55 control) from a single elementary school in southern Nevada. The first iteration of the MAP Growth: Math 2-5 CCSS 2010 V2 interim assessment served as the baseline data, which were compared to post test data to determine the extent of change after a 12-week intervention where the treatment group used SRS technology during mathematics instruction. A series of independent samples t tests and an analysis of covariance were conducted to verify if a significant difference existed between the treatment and control groups, using a significance level of 0.05. The data did not show a statistically significant difference between the test and control groups. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]