I (in NZ) remember that happening in physics and chemistry, but not maths. Maths has unambiguously and provably correct answers, so while more general methods and topics are introduced, old results don't change. (Maybe this is why I became a mathematician!)
This pattern appeared in my math math education in the USA as well, but not as pronounced as in physics or chem. The biggest example is that we were initially taught that you cannot take the square root of a negative number. I also have vague memories of learning that a larger number cannot be subtracted from a smaller number (sometime early in grade school).
