A review's historical account reports that Taiwan's constructivist mathematics reform, introduced in 1993, was stopped in 2003 amid debate over its students underperforming traditionally taught peers in high school¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Constructivism theory in math learning did not succeed in Taiwan; the reform was stopped in 2003 when learners taught under it in its first year could not match the academic achievement of students from traditional classrooms. → Liu 2010

Evidence¶

Liu 2010¶

Liu, C. C., & Chen, I. J. (2010). Evolution Of Constructivism. Contemporary Issues In Education Research, 3(4). https://www.cluteinstitute.com/ojs/index.php/cier

q2 · i? · review · r1

The article's introductory historical account reports that constructivism entered Taiwan's 1993 elementary mathematics curriculum standard and "was stopped in 2003" after underachievement relative to traditionally educated students sparked debate. No effect size or test statistic is printed.

"This theory was stopped in 2003 after the learners whose math was taught on the first year of utilizing constructivism theor y entered high school and couldn’t achieve the academic achievement as those who were educated in traditional classroom s."

Discussion¶

Related Claims¶

• Unassisted discovery produces less learning than explicit instruction, while discovery enhanced with guidance outperforms other instruction — a broader claim this one bears on
• Cognitive constructivism has strong empirical support and suggests new directions for science education, and must be distinguished from metaphysical constructivism — related