Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 41 Issue 1, February 2004
15
Some Processes for Changing Curriculum Beg Revisiting
Werner Liedtke
Over the years, I have had many opportunities to be a member of groups that were involved in updating and creating elementary mathematics reference and assessment materials for teachers and students. The settings were all similar: a large room, a large table and a group of people representing various grade levels and institutions. The goals for these settings may have differed in that they involved reviewing and reacting to newly created materials, revising existing materials or creating new materials. However, there existed common aspects that were part of the procedures associated with these tasks. The sole purpose of the ideas recorded in this article is to focus on aspects of the procedures. The intent is not to be critical in any way of the participants. The assumption is made that the question, “How do revised and new documents or reference materials come into existence?” might be of interest not only to those who use them but also to those who will work with committees of this type in the future.
