Because mathematical formulae and problem solving are such prominent components of most introductory physics courses, many students consider these courses to be nothing more than courses in applied mathematics. As a result, students often do not develop an acceptable understanding of the relationship between mathematics and science and of the role that mathematical modelling plays in science knowledge generation. This paper describes an instructional sequence on wave motion based on teaching through modelling that serves not only to build student understanding of wave characteristics, but also to demonstrate through multiple representations a primary relationship between science and mathematics. This lesson further demonstrates how model building can combine technology and pedagogy to strengthen student understanding of the scientific process. (Contains 1 table and 4 figures.)