Mathematical modelling and technology : tools for creating a quality mathematics education culture

![CDATA[This paper will use research and a real world example to examine the claim that the creative potential of mathematical modelling teamed with the exploratory facilities of technology makes it a rich context for creating a quality mathematics culture. It is argued that mathematical modelling starts with a rich task (Goos, 2002), and then provides a structure and context to assist students to make cognitive connections. There is considerable support for students to engage in mathematical modelling. Boaler (2001) claimed it encouraged students to develop a deeper, conceptual knowledge of mathematics. To articulate this process of deeper understanding, Carpenter and Lehrer (1999) identified and described five forms of mental activity that assisted students to gain mathematical understanding. They characterized understanding as a dynamic thing that emerges in learners with the five interrelated forms. Graphics calculators and computers have gained widespread acceptance in secondary school classrooms of many countries. They provide powerful tools for exploring and communicating particular mathematical concepts. As teachers and students gain in confidence and experience in the use of tables and spreadsheets, the very nature of the teaching and learning process in the classroom will change. The table or spreadsheet becomes a focus for the teacher and students to use to communicate and share their understanding.]]