Curriculum context

The Mathematics and statistics learning area assessments were administered in Term 3 of 2024 and were informed by the 2024 refreshed New Zealand Curriculum.

Although not aligned with the current gazetted version of the learning area, these reports provide insights into student engagement, teaching practices, and learning experiences during a period of curriculum transition.

Purpose of the Insight

This insight supports teachers to explore how students use mathematical language in phases 1 to 3, guided by the following question: How precisely and effectively are students using mathematical language?

This insight begins by defining mathematical language. It then describes how mathematical language develops across phases 1, 2, and 3 of the refreshed curriculum. Assessment tasks are introduced next, followed by data that illustrates students’ strengths and challenges. The report ends with practical implications for teaching and links to useful resources.

Insight

Students are developing understanding and knowledge across different areas of mathematics, but using precise language to express their thinking is an area for growth.

In the 2024 learning area study, students engaged with tasks in algebra, spatial orientation, and statistics. Many showed they could give directions in context, interpret data, and describe patterns - demonstrating understanding across Phases 1 to 3 of the 2024 refreshed curriculum. However, responses often relied on informal or everyday language, with limited use of precise mathematical vocabulary. Developing fluency with mathematical language supports clearer thinking, deeper understanding, and progress over time, as described in the 2024 refreshed New Zealand Curriculum.

More information is available on the website of the Curriculum Insights and Progress Study.