We investigated the high school students who had been taught a constructivist curriculum in elementary school on their mathematics learning since elementary school. Our emphases are: 1.the influence of discussion on students’ learning. 2.the effect of teaching by the postponement of standard arithmetic algorithm of multiplication and division. These two points drew great public attention. We prepared a questionnaire on mathematics teaching and learning and asked 1997 graduates of National Taipei Teachers College Laboratory School (NTTCLS) to reply and encouraged them to invite their current classmates to reply as contrast group. We got the following conclusion： 1. The degree of liking dropped monotonically from elementary to high schools in both groups. For NTTCLS students, the dropping rate became obvious from grade 7 to grade 10. We found three major reasons：the uneasiness toward teaching by lecture, the materials being too hard and too many to comprehend, the pressure of preparing the entrance examination on mathematics. 2. The postponement of the standard curriculum did hamper the ability of calculation. However, the students of NTTCLS caught up later and their grades in the National Junior High School Graduation Achievement Test were compatible. 3. Both groups liked more discussion between their teacher and students to clarify mathematics concepts and formula in the classroom. However, there was cognitive difference on the degree and mode of the discussion between the two groups. From the viewpoint of the interaction value. The cognitions on the discussion of the NTTCLS students were more favorable.