This thesis presents the effects of using technology to develop conceptual understanding of functions through graphical representations. It examines the effects of including dynamic representation in a conceptual approach to the teaching of functions.  The teaching experiment developed in this thesis has been implemented in one Grade 6 class (pupils 11-12 years of age). Participating students were observed during class discussions and their assignments were analysed over three sessions. Conclusions are drawn regarding the effects of using dynamic representation on the conceptual understanding of functions through graphical representations and suggested improvements to the introduction of the function concept in middle school instructional programs are given. The results of the research project showed that an appropriate use of motion detector technology did have a positive effect on the students' conceptual understanding of functional relationships between independent and dependent variables as well as the general mathematical notion of function.