Multiple representations, multiple modalities, and technology can be helpful in the understanding of mathematical concepts when used in an appropriate manner (Shah & Freedman, 2003; Goldman, 2003), but this alone does not account for the student benefits of creating and using dynamic models over teacher generated graphs to construct connections between representations. By uncovering the dynamic nature of mathematics, calculus becomes more transparent as relationships and patterns emerge. The struggle to understand becomes worthwhile and rewarding for students as they create and observe the action of a dynamic mathematical object. This study shows an improvement in attitude, and academic achievement when students develop dynamic mathematical object to understand calculus and poses new questions to explore. [For the complete proceedings, see ED583608.]