In school education, mathematics is often preceded by concept-oriented explanatory class due to its emphasis on hierarchy and systematicity, and has mainly focused on adapting to the progress of textbooks rather than stimulating to students’ interests based on the principles of mathematics. In particular, elementary mathematics education requires the introduction of systematic concepts and a teaching- learning method is needed to effectively teach students because mathematics is widely recognized as a difficult subject. In this study, we examined Vygotsky’s learning theory. After using this theory, we developed a mathematics teaching-learning model and a teaching-learning process that can enhance students' interests in mathematics and academic achievement based on meaningful implications for mathematics education in elementary school. As a result, the following suggestions were obtained. First, it is important to know the precise level of the students in mathematics and then designing the class is followed. Therefore Vygotsky's ZPD theory can be applied. Second, students' learning ability can be further extended through Vygotsky's conversation learning such as talking to myself. Third, Vygotsky's emphasis on cooperative learning and interaction with peers can be applied to elementary mathematics as well as teaching-learning methods. As a consequence of adopting these, it can be promoted for students to desire for learning. Based on the results, several educational implications for effectively teaching mathematics were suggested.