The article speaks about the principle of Constructivist teaching. That is, to provide ways and methods that can address the theories and assumptions of students in their learning curriculums. It was explained that constructivist teaching was wrongly viewed in the process of teaching. The initial understanding was that the tasks provided to students should match with their cognitive abilities. However, as the authors explain, this process can lead to a failure because the cognitive structure that people use may vary at different instances of time. Similarly, the authors suggest how theories about the cognitive development of a student can lead teachers at the wrong path of teaching methods, stating that.

             ".stage theories don't prove to be very helpful in explaining the relationship between teaching and learning. In fact, a superficial understanding offstage theory gives teachers little more than new labels to u-se when describing students".

             In general, the purpose of the article was to enlighten the schools and educators on how to address student suppositions and how they are misguided by different concepts of matching the cognitive abilities of students. The authors had researched on different learning instances of students where their thesis about the current concept of teachers on constructivist classroom is proven.

             Based from the information discussed by the authors, their main objective is to eliminate the wrong concepts in teaching and to find ways that can effectively make curriculums correctly adapt to the needs of students. Hence, at the end of his discussion of Principle #4, they indicated three foundational principles that can help in their objective of improving educational curriculums.