A Critical Perspective on the Recent Maths Trial Claims

Kia ora. I recently wrote a briefing document to share with colleagues, a "Professional Guidance for Teachers" about recent claims from the Minister of Education

The Minister has publicly stated that a 12 week maths acceleration trial for Year 7&8 students delivered “one to two years of progress,” and further claimed that students not involved in the trial made “one year’s progress in 12 weeks” through standard classroom teaching under the new curriculum.

These statements are being promoted as evidence that the current reforms are “groundbreaking” and capable of rapidly solving New Zealand’s maths achievement challenges.

As educators, we need to critically examine these claims.

The reported results are based solely on number skills, one of several strands of mathematics. No evidence was provided for learning in algebra, geometry, measurement, probability or statistics, i.e. a significant proportion of the maths curriculum was not assessed. Therefore, the headline claim of rapid “maths improvement” is misleading and cannot be generalised across the curriculum.

Furthermore, the assessment tool used was e-asTTle, designed for an earlier curriculum. The new curriculum has much higher expectations. This questions the validity of the progress measured.

Jodie Hunter of Massey University, reminds us that if progress of this scale were real, we would expect transparent data, independent peer review, and broad research validation. None of this currently exists.

We must be cautious. These headlines risk generating unrealistic expectations, pressure on teachers, distorted accountability, and misinformation for communities.

We should support targeted tutoring and structured intervention. These strategies can meaningfully help learners. However, we must reject exaggerated political claims and remain firmly grounded in transparent and ethical reporting of evidence.

Our duty is to professional integrity, not political theatre.

Mauri ora!