(…) cast doubt on a long-standing belief in education. The belief in using concrete examples is very deeply ingrained, and hasn’t been questioned or tested.
They also discuss the issue of word problems, and they claim that:
[Word] problems could be an incredible instrument for testing what was learned. But they are bad instruments for teaching.
If, like me, you don’t have full access to the articles in Science magazine, you could read a nice summary of the article with comments on Nobel Intent.