Abstract
It seems that, even when available, mathematics teachers rarely use computers in their educational practice because they do not have (enough) knowledge and skills related to what can be achieved and how by using these tools (see Manoucherhri, 1999). It is quite likely that most mathematics educators do not realize the full power of computer-based modelling for which reason a wider inclusion of such a modelling in everyday mathematics education is simply not attainable. While modelling in general empowers a modeller’s thinking and learning, computerbased modelling amplifies this empowerment through utilizing computers as versatile mindtools (see Kadijevich, 2004).
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