According to Dutch mathematician and educator Hans Freudenthal, mathematics is a human activity that unfolds in a process and can be best learned through personal experience (Gravemeijer & Treffers, 2000). Such experience involves the solving of real life problems; they require mathematization based on reality. Students should therefore be given the opportunity to solve real life problems cooperatively in the classroom. They should be encouraged to appreciate mathematization, and share their findings during whole class discussions. This learning style requires a special environment, and demands math teachers who are well prepared in every respect: subject matter, child psychology, and didactics as a true and scientific analysis and interpretation of the dynamics of teaching and learning. Clearly, such capabilities require intense training, dedication, and a steep learning curve for teacher candidates. However, the burden is reduced by the practical nature of the approach, the cooperative and mutually enforcing environment, and the right to learn from mistakes that such an environment automatically fosters. It was with such considerations and expectations in mind that the author decided to engage her students in such an experience, the reporting and analysis of which is the subject of this article.