Ms. Pai and Ms. Wang have been mathematics teachers in a junior high school in the central part of Taiwan for many years. Several years ago, they went back to the university and learned constructivism and constructivist teaching. They were successful in carrying out constructivist teaching in their mathematics classrooms. As time went on, however, Pai’s and Wang’s teaching began to return to their traditional teaching. Why did this happen? Suppose it is because they value something in their traditional teaching rather than their constructivist teaching. This study was designed to reveal Pai’s and Wang’s values in their teaching. We took the teachers interviews, observed their teaching in class, made discussions with them after class, and encouraged them to change their teaching. The findings show that although Pai and Wang value differently above the surface, they tend to have a few core value in common: score-ism in education, specialism in mathematics education, and absolutism in mathematics. Influenced by Chinese culture, score-ism is a part of Taiwanese culture in education. The score-ism constantly drew Pai’s and Wang’s teaching from constuctivist teaching to traditional teaching.