The teacher‘s guides which were discourse analyzed were providing teachers with varying degrees of information about how best to target differentiated learning and/or teaching according to constructivism.
Þær kennsluleiðbeiningar, sem voru orðræðugreindar, reyndust veita kennurum misgóðar upplýsingar um hvernig best væri að einstaklingsmiða kennslu og/eða kenna í anda hugsmíðahyggju.