This study is analytical research that examines a theoretical approach to transformative pedagogy (TP) and transformative learning (TL) in order to conduct a logical deductive construction of the transformative instruction model (TI model). The study aims to enhance the understanding and effectiveness of the interplay between teaching content and learning in the form of requires for the high-quality teaching of students in the cognitive development of mathematics. It also analyzes the conditions for transformative teaching and learning in a task-oriented context. The crucial psychological outcomes focus on the domains of TP and their interpretation within the context of Mezirow’s TL theory, emphasizing an instrumental, dialogic and self-reflective learning discourse, as well as meaning schemes in learning. The methodological approach is based on a systematic deductive analysis. The analytical results as a conceptualization and an analytical construction of a TI model related to transformative teaching and learning algebraic concepts. The TI model is the result of extending theoretical approaches to TP and TL, as well as logical connections to research about the formation of algebraic concepts. Benefits of the TI model is a new knowledge about an effective teaching of algebra, where students’ algebra learning,and knowledge development is crucial.