The multilevel interactions between a mentor and her/his learner could exchange various conceptions between them that are supported by their own conceptualisations. Producing the own realisation of a world and developing it in the context of interactions could be said to be the most valuable product of the constructivist interactions. The most significant matter in meaning construction is producing the own meaningful comprehension, realisation and understanding. Here the learner gets to know how to develop her/his thinking. In this research, I will focus on relating (i) meaning construction through the lenses of the learner’s conceptions and (ii) meaning construction through the lenses of constructivism. Constructivism is an educational theory of learning and a model of knowing. The main contribution of this research is analysing the symmetrical relationship between learner and mentor. I will analyse the logical dependencies between learner and men- tor and will check their reflectional symmetrical relationship in a conceptual mirror. The conceptual mirror is a phenomenon that represents the meeting point of the mentor’s and the learner’s conceptual knowledge.