Abstract:
Curriculum building is a complex process; a process which has in recent years intensified. The rapidity of technological development has placed on educationalists a greater pressure than ever before. Furthermore, the concept of co-operative curriculum building, with the involvement of a wider number of people has come to receive greater acceptance.
This thesis sets out to examine the process of syllabus revision in New Zealand in one particular subject area, mathematics. It aims to evaluate the degree of consultation
between the New Zealand Educational Institute, the teachers' professional organization, and the Department of Education which is ultimately responsible for syllabus revision. In particular the thesis wishes to discover the role played by the practising teacher in this revision.
