Cooperative learning is one of popular teaching strategies used in school as an alternative teaching strategy to teacher centred approach. It is believed that through cooperative learning learners become active constructors of the knowledge instead of receivers of knowledge. This case study explores the impact of cooperative learning as used in APOS study, to improve knowledge construction in mathematics from the learners perspectives. Three students were recruited through purposive sampling to share their perspectives on their experiences of working in traditional formation of groups, where students are just given a task to work in groups and submit the work as compared to structured groups following the ACE (Activities-Class Discussion Exercise) teaching style, as proposed in APOS theory. The analysis reveals that learners do not necessary find the traditional form of group work helpful in maximising their learning. They felt that it encourages high achievers to be dominant and the rest uncooperative. Instead, they prefer to first work individually, solving the problem and then have a group discussion to share their thought processes. Based on the participants views, working individually allows for cognitive thinking to take place and group discussion enhances thinking through sharing of thoughts and thus allows for knowledge construction.

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