Talanoa-based discussions were held with 48 Years 12 and 13 students who identified as Pacific people and who had chosen to continue learning mathematics. The talanoa were facilitated by Pacific research assistants and took place at five schools in different geographical and socioeconomic parts of Auckland. The students shared a ...

Many students in Aotearoa New Zealand mathematics classrooms routinely use more than one language in their everyday lives. However, in mathematics and statistics classrooms, these linguistic resources are often overlooked or discouraged in favour of English-only approaches. There is increasing awareness of the potential of translanguaging for enabling learners to ...

While every child has the right to an education, disabled and neurodivergent children are not always included in powerful mathematics instruction. In this article, we report on a collaborative research study that supported primary school teachers to develop inclusive mathematics lessons using a lesson study approach and universal design for ...

Co-teaching mathematics lessons, including collaborative planning, teaching, and reflection, has the potential to support teachers and learners in primary classrooms to thrive. In the context of a noisy landscape of competing ideas about mathematics education, co-teaching can sharpen teacher noticing, build professional confidence, and support equitable, impactful teaching. Small adjustments ...

Mathematical and statistical processes have been reinstated in the revised 2025 New Zealand mathematics and statistics curriculum. This important move shifts the focus from being solely on what to learn and includes how we should engage in maths. This article argues that the successful activation of processes (investigating, representing, connecting ...

Early mathematical thinking is often missed when assessment focuses only on numbers and symbols. This article explores how young children express mathematical ideas through multiple modes in play-based contexts, including gesture, drawing, construction, movement, and interaction with materials. Drawing on social semiotics, embodied learning, and play-based pedagogy, this article highlights ...

Mathematical modelling is defined as a special form of problem solving that immerses ākonga in exploring solutions for real-world situations. Although mathematical modelling, as a process, is not explicit in our recent mathematics curriculum refresh in phases 1–4, mathematical modelling is certainly implicit within the current broad mathematical processes. International ...

Persistent concerns about arithmetic fluency in primary classrooms often focus on whether students can produce correct answers, rather than how those answers are generated. Drawing on research in mental computation and formative assessment, and on large-scale professional learning work across Australia and Aotearoa New Zealand, this article introduces the one-question ...