Ancillary Material: Editorial: Change(S)

Stated as a proverb, change is the only constant. However, and without getting into a discussion of the derivative, how much change is occurring at a particular point may vary. In other words, while change is the only constant, rate of change is not, necessarily, constant. For example, points in time may experience more or less change than other points in time. At the present point in time, and with respect to the teaching and learning of mathematics in the province of Saskatchewan, we are in the midst of major change.

Saskatchewan’s recent adoption of WNCP (Western and Northern Canadian Protocol for collaboration in education) Mathematics’ Common Curriculum Frameworks has introduced new mathematics curricula to the province for grades K–9. Further, the province will adopt new mathematics curricula for grades 10, 11, and 12 in 2010, 2011, and 2012, respectively. Major change to mathematics curricula brings change to related domains (e.g., textbooks, lesson plans, university entrance requirements, etc.). However, and perhaps more importantly, adoptions of the new K–12 curricula this time will, arguably, introduce a new approach to the teaching and learning of mathematics for elementary and secondary school mathematics classrooms.