Studies of the impact of various types of computer use on the results of learning and student motivation have indicated that the use of computers can increase learning motivation, and that computers can have a positive effect, a negative effect, or no effect at all on learning outcomes. Some results indicate that it is not computer use itself that has a positive or negative effect on the achievement of students, but the way in which computers are used. This study explores the impact of computer use on learning quadratic functions in the ninth grade. The study involves five classes where computers are used alongside traditional methods and five classes with only traditional forms of learning. There are no significant differences in learning outcomes between the students who use computers and those who do not; the students who use computers have higher motivation for learning functions compared with those who do not use computers.