Kathy, Project Follow Through was comparing a specific "direct instruction" curriculum with various other unspecified curricula to teach early primary grade skills. It was also conducted over 30 years ago. I don't think it has much to tell us about the way to teach mathematical thinking and problem solving (as distinct from basic calculation algorithms) in higher grades. Having said that, I am sure that there is a place for the sort of instruction described in the rubric you pointed to when specific methods and categories are taught. The rubric seemed quite sound as a way to unambiguously teach bite-size pieces of information in a good sequence. I just think that you aren't talking about the same thing as others who are discussing the benefits of using constructionism.
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