Circle and disc are fundamental concepts introduced in middle school, forming the basis for many other mathematical ideas. Students often face challenges in comprehending circles, discs, and their basic elements. This research examines the processes of sixth-grade students in constructing circles, discs, and their essential components within a dynamic mathematics software-supported learning environment. Conducted in a sixth-grade class at a public middle school in the Black Sea region, this research was designed as a case study within the qualitative research paradigm. A readiness test was administered to assess students' preliminary knowledge related to these concepts, and participants were categorized into three levels: advanced, intermediate, and lower-intermediate. Data from observations, interviews, and individual worksheets were analyzed within the framework of APOS theory. Results indicate that participants reached the object stage by identifying points equidistant from a fixed point to denote a circle. The participants reached the radius and diameter objects. However the participant at the lower intermediate level had difficulty reaching the radius object, could not coordinate with the concept of set and reach the disc object. In the research, the abstraction process was described in depth and suggestions were made. [This paper was published in: "EJER Congress 2024 International Eurasian Educational Research Congress Conference Proceedings," edited by Senel Poyrazli, Ani Publishing, 2024, pp. 134-142.]