Abstract: This research based paper has discussed the significance of cooperative learning approach guided by constructivist theory of learning mathematics. It has provided a model of implementing cooperative learning approach in classroom practices with required tools. As it used a quasi-experimental research design, it has compared the achievements of control and experimental groups of the students by statistical analysis of quantitative data. There was a higher achievement of the treatment-group compared to the control group demonstrating a significant effect of the cooperative learning approach on students’ performance. The results of delayed post-test demonstrated that the treatment applied to experimental group was found to have a longer period of retention memory than the control group. The qualitative analysis of interview data highlighted some problems faced by teachers to implement cooperative learning in the classroom. Some pedagogical and theoretical implications of findings have been discussed at the end.