Set 2026: no. 2

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 wide range of thoughts and ideas about their mathematics learning. This article presents some key messages that the research team heard, through thematic analysis… Read more

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 draw upon their full linguistic repertoire during mathematical learning opportunities. However, there are currently limited… Read more

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 learning principles. The aim was to support teachers to understand the barriers to belonging and rich learning in mathematics that some children can face… Read more

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 towards more collaborative teaching can create significant benefits for teachers and learners,… Read more

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, generalising, and explaining and justifying) requires the use of rich tasks as part of a balanced programme. To support teachers in creating a… Read more

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 research shows that developing mathematical modelling competencies in these early phases is foundational for later phases… Read more

The recent change in curriculum direction has seen a move towards a more structured approach to learning mathematics along with the promotion of explicit teaching. The use of explicit teaching strategies is not new. This article looks briefly at some of the key elements of explicit teaching and aligns these with the deliberate acts of teaching, introduced to support effective literacy practices in Aotearoa New Zealand in 2003. This article highlights the commonalities between explicit… Read more

As mathematics and dance teachers, we are interested in how movement, dance, and mathematics are entwined. Increasingly, research shows how movement is integral to mathematical thinking and knowing—for novice to expert—and for exploring early mathematical concepts to more complex mathematical ideas. With movement so integral to mathematical thinking, how can we recruit movement into the mathematics classroom? What kinds of movement will enhance students’ mathematical thinking and knowing? We… Read more