Purpose:Amid rapid technological development in the Fourth Industrial Revolution, this article engages with an important question, especially in the context of science, technology, engineering, and mathematics (STEM) education: Can technology itself transform teaching and learning? Design/Approach/Methods:Constructionist learning responds to the current "maker movement," which draws upon the innate human desire to make things with our hands. Two important elements of constructionist learning-technology literacy and engineering design-have implications for meeting the global need for expertise in the STEM disciplines. To date, the practice of teaching and learning mathematics remains to be dominated by manipulation of symbols with the paper-and-pencil medium. In response, this article discusses how constructionist learning can play an important role in teaching and learning school mathematics via a transdisciplinary approach for STEM education.Findings:Two examples of the authors' empirical research on constructionist learning in school mathematics classrooms with 3D printing are illustrated. Findings suggest that the 3D Printing Pens played an active role in the construction of artifact (physically) and mathematical meaning (cognitively).Originality/Value:The empirical results as discussed in this article warrant more design-based classroom interventions to further investigate students' constructionist learning in technological, hands-on, and innovation-oriented environments. Copyright ©2021 SAGE Publications.