Abstract:
The purpose of the present study was twofold; first to examine students’ mathematization processes
as they worked on a mathematical modelling problem and second to investigate students’
interactions with Potters Wheel, which is a computer software for generating solids by revolution.
One group of three students worked for two 40 minute sessions on “Soft Drink Bottle” modelling
activity. The activity required students to construct models for a soft drink bottle. The results of the
study provide evidence that Potters Wheel assisted students in developing the necessary
mathematical constructs and processes to actively engage and solve the problem through
meaningful mathematical modelling. Students’ mathematical development included creating models
for defining appropriate bottles, finding and relating variant and invariant measures such as volume
and surface. Finally, implications for further research are discussed.
