Constructivism

In teaching Science and Math, there has been ongoing debate about how much time and resources educators should devote into teaching cold facts relative to that devoted for learners to construct their own knowledge. For instance, how important is it to memorize the multiplication table when our phone can be our calculator? How much time should a teacher allow for students to make up stories to explore math concepts? How should the relative importance of recalling cold facts and the ability to apply concepts to synthesize a product be reflected in the assessment, if the amount of learning achieved can be measured?