A Rushed New Maths Curriculum Doesn't Add Up: More Time is Needed

Strategic Insights -

A new maths curriculum for years 0-10, recently announced by the Ministry of Education, has left teachers scrambling to prepare for changes. This is not the first time a new curriculum has been introduced in quick succession, with the previous one having been implemented just last year. Despite claims that the new curriculum is only an update, significant changes have been made, including a longer list of maths procedures and vocabulary to be memorised at each year of school.

The new curriculum is more challenging and extensive, with concepts moved to earlier years and the removal of statistics and "effective maths teaching" material. This change will severely test the goodwill of teachers, who have demonstrated professionalism in adopting previous curricula. The timeline for implementation, just eight weeks before the start of the new year, is unrealistic and stressful for schools.

Key Takeaways:

  • The new maths curriculum for years 0-10 is more challenging and extensive than the previous one, with a longer list of maths procedures and vocabulary to be memorised at each year of school.
  • Concepts such as leap years, acute, obtuse, and reflex angles have been moved to earlier years.
  • Statistics, a traditional area of strength for New Zealand, has been stripped out of the curriculum.
  • The "effective maths teaching" material and "teaching considerations" have been removed.
  • The new curriculum is structured differently, with a focus on "knowledge" and "practices" rather than the previous "understand, know and do" model.
  • Teachers have just eight weeks to plan for the changes, alongside their regular teaching, planning, marking, reporting, pastoral support, and extracurricular activities.
  • The timeline for implementation is unrealistic and stressful for schools.
  • The removal of material and the changes to the curriculum will severely test the goodwill of teachers, who have demonstrated professionalism in adopting previous curricula.

Statistics:

  • 22% of year 8 students would be at the "expectation" level in the new curriculum, compared to 42% previously.
  • Children in Years 3-10 will take maths tests twice a year and will be described as emerging, developing, consolidating, proficient, or exceeding.
  • 40% of children in the top three categories (during the year) or top two categories (at the end of the year) will be "on track".
  • Children who are not "on track" will require teachers to adjust classroom practice, develop individualised responses, or trigger additional learning support.

Sources:

  • Ministry of Education
  • The Conversation (Au and NZ)
  • Getty Images
  • David Pomeroy, Senior Lecturer in Mathematics Education, University of Canterbury
  • The Education Review Office
  • Teaching and Learning Research Initiative (TLRI)
  • Royal Society Te Apürangi Fast start Marsden grant