<![CDATA[This study examines the implementation of social learning theory in teaching plane geometry at the elementary school level to address students’ limited conceptual understanding. Many students tend to recognize shapes visually without understanding their defining characteristics, often identifying all quadrilaterals simply as “squares.” This research employed a case study design conducted over three instructional sessions focusing on teacher modeling, imitation, and group interaction. Data were collected through observations, formative assessments, and in-depth interviews. The findings reveal that the application of social learning theory through modeling, observation, imitation, and reinforcement contributes to the gradual development of students’ conceptual understanding. Students were able to identify, classify, and explain the characteristics of plane figures. Social interaction through group discussions and games supported meaning negotiation and collaborative knowledge construction, although its effectiveness depended on group dynamics. While most students demonstrated improved understanding and could express concepts in their own words, variations remained in conceptual mastery and mathematical communication. This study highlights the importance of integrating cognitive and social processes, as well as fostering inclusive interactions, to optimize students’ understanding of geometry.]]>
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