Education Gazette 104.7

21 JULY 2025 | VOL. 104 | NO. 7

A curriculum that counts How a Nelson school is multiplying maths success

Teaching maths with confidence

Building financial capability through maths and mātauranga Māori

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ISSU E 1 04.7

Contents Spotlight on maths and financial literacy

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How a Nelson school is multiplying maths success

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Measuring the mighty: Real-world maths in action

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Ākonga become scientists to clear the air on pollution

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Building financial capability through maths and mātauranga Māori

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Wellington’s maths community multiplies connection

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Financial life lessons stacking up for ākonga at St Joseph’s School

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New resources to help schools tackle the rise of youth gambling

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Engaging ākonga in maths through physical activity at Pāmapūria School

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Teaching maths with confidence

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From toothpaste to take-off: Practical ideas for maths teaching and learning

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Dates and deadlines 2025 Issue

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104.8: Insights for impact

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8 August

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104.9: Te Ao Ma- ori

29 August

5 September

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104.10: The student edition

26 September

3 October

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104.11: Into the future

24 October

31 October

10 November

104.12: Beyond the classroom

21 November

28 November

8 December

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EDITOR’S NOTE

Adding value

I

n this edition of Education Gazette, we shine a light on the powerful role maths and financial literacy teaching and learning plays in building both capability and confidence across our education system, whether it’s weaving maths into environmental learning, strengthening financial literacy from an early age, or exploring successful approaches to maths teaching.

The refreshed mathematics and statistics curriculum features strongly across several stories, reminding us that numeracy is about more than numbers – it’s empowering ākonga to think critically, solve problems, and apply knowledge in meaningful contexts. From Waikato students using measurement and geometry to protect our precious kauri, to a Northland school engaging ākonga in physical activity to deepen maths learning, this edition highlights how maths can come alive when grounded in real-world context.

We also explore the value of professional learning and development that equips teachers to build their own confidence in maths, because confident teachers create confident learners. From micro-credentials helping kaiako rethink how they teach fractions, decimals and algebra, to schools where teachers are rediscovering their own enjoyment of maths through fresh approaches, these stories demonstrate the importance of ongoing learning, collaboration and professional growth.

Alongside this, we explore the high return of financial

literacy education – set to become a core element of the refreshed social sciences curriculum for Year 1–10 students. From primary students at St Joseph’s School in Morrinsville learning to budget, save, and invest, to ākonga exploring real-life financial concepts such as employment, transport, and home ownership, these lessons are equipping young people with practical skills for life. We also highlight new resources to help schools tackle the rise of youth gambling; an increasingly urgent focus that supports student wellbeing and informed decision-making. Together, these stories show the value of preparing ākonga not just for academic success but capable participation beyond the classroom.

I hope this edition inspires you to reflect on the moments when learning has felt most alive. The moments when students were not just absorbing information but applying it, questioning it, and using it to shape their understanding of the world. These are the moments that count.

As always, I’d love to hear how you’re bringing learning to life in your own school, kura, or early learning service.

Education Gazette is here to add value to your teaching practice by sharing what’s been valuable to your peers.

Naku noa, nā Sarah Wilson Ētita | Editor

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C U RRICU LU M CHANGE

How a Nelson school is multiplying maths success At Nelson Christian Academy, teachers are building new confidence in explicit, connected maths teaching, with stronger student engagement and a clearer understanding of how to bring the refreshed curriculum to life.

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ince the launch of the Ministry of Education’s funded Maths PLD in 2023, hundreds of schools across Aotearoa have taken up the opportunity to strengthen their maths teaching practice.

The four-day PLD, which is available for primary school teachers (Y0–8), is designed to build teacher confidence, develop conceptual understanding and support explicit teaching of maths through the Understand-Know-Do structure of Te Mātaiaho.

By mid-June this year, more than 1,200 schools and 20,000 teachers have participated

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in Maths PLD, with many more now taking part or preparing to do so.

One of those schools is Nelson Christian Academy, which has now completed all four days of the PLD. Principal Jenny Laidlaw says the experience was a valuable opportunity to both deepen teaching practice and build a more cohesive schoolwide approach to maths.

“We were reminded of how essential it is to give students time to talk, reason and justify their thinking,” says Jenny.

“The idea that rich mathematical discussions deepen understanding really stood out, along with the realisation that explicitly teaching and using mathematical vocabulary is crucial for student comprehension.”

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Connecting concepts

For Nelson Christian Academy, one key shift has been a more intentional approach to explicit teaching, particularly by integrating strand concepts alongside number-focused lessons.

“The PLD has significantly influenced our approach to explicit teaching in maths,” says Jenny.

“Teachers are now more mindful of making meaningful connections across the curriculum, recognising that we need to teach strand content (like measurement, geometry, or statistics) in ways that reinforce number concepts.

“For example, instead of teaching decimals in isolation, teachers are now embedding them within real-life measurement contexts – such as using decimal place value when exploring distances in athletics, weights in baking, or volumes in science experiments.

“This approach not only builds number knowledge but also strengthens students’ understanding of how maths connects to the world around them.”

The school has also adopted a fresh approach to differentiation.

“Instead of relying on remediation and keeping students working only at their current level, we’ve embraced an acceleration approach, exposing all students to age-appropriate content regardless of their starting point,” says Jenny.

“We’ve learned that students don’t need to master every previous step before engaging with more complex ideas. Our team is still wrapping their heads around this idea, and we’re working together to build clarity.

“Instead of relying on remediation ... we’ve embraced an acceleration approach, exposing all students to age-appropriate content regardless of their starting point.”

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“What they do need is carefully scaffolded support – bitesized chunks, visual tools and opportunities to discuss and explore concepts in meaningful ways.

“This shift requires more deliberate planning and differentiation from teachers, but it has resulted in increased engagement and confidence, especially for those who previously felt ‘stuck’ or left behind in maths.”

Bringing maths to life

Jenny says the team is already noticing a difference in the way students talk about and approach maths.

“As part of gathering student voice, we conducted a maths survey and found that many students feel their teachers now explain mathematical concepts more clearly.

“Overall, students expressed that they mostly enjoy maths.

Many also shared that they would like to engage more with maths through games and real-world, relevant contexts.

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“This feedback is helping guide our next steps, as we continue to make maths both meaningful and enjoyable, while maintaining strong conceptual understanding.”

Looking ahead, the team is keen to connect maths learning more strongly across the wider curriculum.

“This is an area we are keen to strengthen further,” says Jenny.

“While the PLD has provided a solid foundation for improving maths teaching practice, our next step is to more intentionally connect and align maths with other curriculum areas and whole-school priorities.

“We recognise that by integrating maths into other learning areas – such as using measurement in science, statistics in inquiry projects, or number in financial literacy – we can provide more opportunities for students to see the relevance of maths in real-world contexts.”

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Strong pathway

Jenny strongly encourages other schools to take part in the PLD. “It has been incredibly valuable in helping our team unpack Te Mātaiaho, which is so clear and explicit in its design.

“The curriculum provides a strong pathway for teaching mathematics, and the PLD has helped us understand how to follow the learning threads across phases and integrate them meaningfully through different strands.”

She adds that the practical, classroom-ready focus of the PLD has made a big difference.

“The PLD offers practical, classroom-ready examples that show how to break down concepts clearly, scaffold learning effectively, and ensure all students are exposed to rich, relevant mathematics.

“It’s not just about improving teacher confidence – it’s about building a shared, cohesive approach to teaching maths that aligns with the new curriculum and meets the needs of diverse learners.”

The extra resources provided through the PLD have also been highly valued by staff.

“It’s been especially helpful for us to have been provided with a number of resources to support the teaching in each phase, as part of the Maths PLD handbook,” says Jenny.

“These are invaluable to our teacher kete, and have sparked some great conversations and springboarded thinking into how to make our maths teaching richer.”

Find out more To learn more about the funded Maths PLD, visit pld.education.govt.nz

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REAL-WO RLD C O NTEXT

Measuring the mighty: Real-world maths in action From measuring the girth of ancient kauri trees to calculating the concrete needed for a gully restoration project, Waikato students are taking maths outdoors and applying it to real-life environmental challenges. The Waikato Regional Council’s Kauri Education Experience has reached over 1,000 students, weaving mathematical concepts into environmental education to deepen learning and connection to nature.

Education Gazette thanks Enviroschools and the New Zealand Association for Environmental Education (NZAEE) for sharing these stories of authentic, place-based learning in action.

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earning about Aotearoa New Zealand’s unique trees and conservation issues provides an opportunity for rich maths tasks that are both relevant and engaging.

The Waikato Regional Council’s Kauri Education Experience begins with students exploring their relationship with kauri and identifying the challenges these taonga trees face.

Inside the classroom, facilitators introduce historical and contemporary relationships with kauri, discuss kauri dieback disease, and explore actions to protect this species.

“Who has seen a kauri tree before?” asks a facilitator. Some hands rise, others remain down, revealing varying levels of knowledge. Some schools even discover they have kauri growing within their grounds.

These moments spark excitement and pride. Identifying a kauri in their own school grounds gives students a sense of guardianship and personal connection to the topic at hand. It becomes more than a lesson – it becomes a shared responsibility.

A Wētā Workshop model helps highlight the scale of kauri trees and the threat of Phytophthora agathidicida, the pathogen causing kauri dieback disease. The model, often larger than students expect, provides a visual anchor for understanding just how colossal these native trees are – and how delicate their underground lifelines can be.

Students identify a key challenge: How can we understand the scale of kauri trees and their root systems to better protect them?

Investigating through mathematics

Outdoors, students explore kauri dimensions through handson mathematical activities. Coloured ropes represent the circumferences of famous kauri trees. Students form human circles around these ropes, immediately challenging their spatial understanding.

There is a hum of conversation as students figure out how many classmates it takes to span Tāne Mahuta’s trunk. These physical activities bridge the abstract and the real, turning static numbers into living geometry.

Key mathematical concepts are introduced and linked to the new curriculum’s Investigating situations | Te tūhura pūāhua.

Students plan how to determine the full extent of a kauri’s root zone using proportional reasoning.

“We know the trunk radius, but how far do the branches extend?” prompts the facilitator.

Students estimate canopy radius, then apply the mathematical rule: the root protection zone extends three times beyond the canopy edge. This planning links to Measurement | Ine and Number | Mātauranga tau.

Backed by their measurements and estimations, students move from theory to practice. They pace out the radius and canopy, then extend to three times the canopy radius to represent the root zone. This tangible experience helps students understand why forest track cleaning stations are positioned where they are.

Their growing mathematical understanding becomes a realworld tool for understanding ecological health.

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“The maths practice books are cool, but doing it, with a ruler, outside – that’s real maths.”

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Maths is no longer confined to the page; it’s under their feet.

Students rotate through activities: measuring boot-cleaning times, exploring kauri-dependent species, and experiencing Virtual Reality kauri forests. The VR experience provides an immersive look into the biodiversity supported by kauri ecosystems – from birds to fungi – further reinforcing the importance of tree protection.

Connecting maths to kaitiakitanga

Students gather to reflect: “Now that we understand how far kauri roots extend, how does this change how you might behave in a kauri forest?”

There is silence, then thoughtful answers. “I won’t walk off the track.” “I’ll tell others why it matters.”

These reflections mark a shift; the maths has moved from problem-solving to worldview-shaping.

Mathematical relationships reveal conservation insights: circumference-to-radius shows true tree size, the three-times rule shows root system reach, and proportions reveal vulnerability.

Students translate learning into conservation principles: clean footwear, stay on tracks, respect cleaning stations.

This phase of learning bridges maths and real-life behaviour.

It challenges students to become environmental stewards, empowered by what they’ve measured and understood.

Classes extend learning through scaled maps, Kauri Protection Plans, or awareness campaigns. In some schools, this even leads to deeper inquiry projects, with students analysing the health of trees in their area or developing signage to inform their communities.

The Waikato Regional Council’s Kauri Education Experience shows how mathematics can be integrated into environmental education, empowering students to connect learning with action.

Maeroa Intermediate’s real-world challenge

Top left: Measuring the new nursery area.

Bottom left: Recording measurements.

Right: Kauri education artwork to share learning with others.

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A similar approach was embraced by Maeroa Intermediate School, where students took maths outdoors to help plan their gully restoration project.

With funding from the Waikato Regional Council, the school set out to upgrade its native plant nursery by pouring a new concrete pad. Lead teacher Julie Yeoman used this as a real-world maths lesson where students measured the area and calculated the volume of concrete needed.

Students worked in teams, carefully measuring length, width and depth, checking calculations, and applying classroom learning to a genuine environmental project.

The hands-on approach sparked enthusiasm, with students highlighting how much they enjoyed learning maths in a practical way.

Julie says, “The maths practice books are cool, but doing it, with a ruler, outside – that’s real maths.”

The concrete was poured during a working bee, bringing students, families and learning together in a tangible community outcome.

Julie reflects on the power of the experience: “It lets students use what they’ve learned in class and apply it in the real world.”

This hands-on application echoes the same values found in the Kauri Education Experience; linking mathematical thinking to action, and building a lasting sense of purpose and pride. gazette.education.govt.nz

“[The outdoor experience] lets students use what they’ve learned in class and apply it in the real world.”

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STE M

Ākonga become scientists to clear the air on pollution Hands-on science kits are helping primary students across Aotearoa contribute to real scientific research while sparking a love for maths, critical thinking and discovery.

“W

hen it comes to maths, you have to start with concrete materials and eventually build towards abstract thinking,” says Whareama School teacher Dianne Christensen.

Dianne believes making learning ‘real’ is essential to getting ākonga enthusiastic about maths and science.

This year, Dianne is using science kits to teach students about respiratory health and air pollution. The kits include two air monitors that collected data on her classroom’s air quality. Ākonga ran tests with these monitors and recorded their output, sending this data to scientists for use in air quality research.

“The kits are so well set up for teachers who lack confidence in science,” says Dianne. “You get the full lesson plan and all the equipment; everything’s ready to go.”

Real-world contexts

“Connecting [maths and science] to real-world contexts is a powerful way to engage kids,” says Dianne. “And honestly, it keeps me engaged too. I want to be learning, trying new things, finding ways to stay engaged alongside the children.”

Beyond their use in the classroom, these kits are also helping scientists like Dr Ian Longley collect valuable data.

Before Covid, few New Zealanders thought about air pollution.

Contaminants from cars, industry and households felt like

Measuring balloon circumference is one of the activities helping ākonga learn about lung capacity and respiratory health.

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problems for larger, busier countries. Ian says this is a common misconception.

“New Zealand has fantastic air quality, most of the time, in most places,” admits Ian. “But not everywhere, and not all of the time.”

After NIWA disbanded its air quality unit in 2024, Ian co-founded the Clean Air Collective to better understand and confront the country’s air quality challenges. His work involves empowering communities to acknowledge threats to respiratory health and the ways individuals affect air quality.

“For students and teachers, bad air affects staffing, learning outcomes and school operations,” says Ian, highlighting asthma alongside the spread of mould and viruses as the main issues tied to air pollution.

Sparse data presented a massive hurdle for Ian’s research.

Regional councils have monitored air quality since 2005, but most towns use bulky, expensive equipment, resulting in roughly one monitor per district. Ian knew Aotearoa needed more information around indoor air quality, especially after the pandemic.

Inspiring young researchers

“Suddenly [after Covid], people were much more attuned to indoor air quality,” says Ian. “But we didn’t have the data. No one was routinely monitoring indoor air in schools … Then the final piece of the puzzle came into place. Working with schools is a great way to start those conversations.”

Ian explains that ākonga take the issues seriously and they take the conversation home.

“They don’t own cars or houses. So, they see things more clearly. They think, ‘Of course the environment should be clean.’ “[The kits] opened the door to mass participation in air quality monitoring and helped build a much more comprehensive picture of what New Zealand’s air is really like.”

Top and bottom: Ākonga learn about the respiratory system.

Emergent learning in action

For Dianne’s class, the kits covered more than just pollution and data collection.

“We explore breathing as a process, pollution, what air pollution is, how we measure it, and why it’s important,” explains Dianne. “And we tie that into maths.”

For example, investigating lung capacity naturally led to lessons in geometry.

“We did repeated measurements of balloon circumference, used those to calculate diameter, and then compared everyone’s results,” says Dianne. “That led to a discovery of pi, not as a formal topic, but they saw a pattern.

“It was a great moment of emergent learning,” she continues. “It was more about seeing patterns than naming constants. That’s where the learning stuck.”

This pattern of emergent learning continued throughout the module. Ākonga investigated dust mites; mapping out

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one square metre on the classroom floor and estimating how many mites would be in it (answer: about 100,000 mites.

Students were disgusted).

“Even if they don’t remember every fact, they remember the experience,” says Dianne.

Students as scientists

“I really like these lessons,” says Isaac, one of Dianne’s Year 8 students. “Just seeing how things change.”

Isaac particularly enjoyed using the air monitors. Their output, and his first-hand experiences with real scientific methods and data, meant that lessons surprised him and led to knowledge that stuck.

“I didn’t know microparticles could get into our bloodstream just from breathing. I thought our lungs only took in oxygen,” he says. “It was fun.”

For Dianne, whom Fulbright selected in 2018 for their Distinguished Awards in Teaching programme, blending disciplines is an effective way to electrify subjects that might otherwise elicit groans from sections of her class.

“This is just how I teach,” she says. “Sometimes [ākonga] will ask, ‘Are we doing science again?’ And I’ll say, ‘No, we’re writing; we’re just doing it through science.’”

Looking to the future

Looking ahead, Ian sees science kits as a win for teachers, students and scientists. He’s happy to see ākonga contributing to real, hands-on research.

“Hopefully, this opens the door for a different kind of relationship,” he says. “One where kids are researchers, teachers are facilitators, and the data has real value.”

Science and pūtaiao kits for Years 0-8 In Budget 2025, $39.9 million in operating funding was set for science and pūtaiao kits. A library of hands-on kits will be made available to all schools and kura with learners from Years 0 – 8, to improve science education outcomes.

The kits will empower teachers to deliver the new knowledge-rich science and pūtaiao curricula and will be accompanied by teacher development opportunities to make science more engaging and accessible for students.

“Connecting maths and science to real-world contexts is a powerful way to engage kids. And honestly, it keeps me engaged too.”

Measurement was a key part of learning.

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Air monitors helped ākonga collect data on their classroom air quality.

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Find out more at: schoolgen.co.nz/teachers @schoolgennz or use the QR code

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FI NANCIAL LITERACY

Building financial capability through maths and mātauranga Māori Mathematics lessons at Marcellin College are helping students see the real-world relevance of numbers through financial literacy, while a kaupapa Māori approach to money is empowering rangatahi across Aotearoa.

Financial literacy is a powerful tool to equip young people with.

“One of the greatest strengths of financial literacy education is its adaptability.”

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W

ith financial literacy now part of the refreshed mathematics curriculum, Su Min Ahn, Mathematics and Statistics faculty head at Marcellin College, saw an ideal opportunity to support ākonga in developing foundational money knowledge as part of their everyday maths learning.

“Sorted in Schools offers a great range of resources that not only support the curriculum but are also accessible and engaging. The programme supports both kaiako and ākonga to explore financial literacy in fun, interactive and meaningful ways.

“It’s a powerful tool to equip young people with the skills they need to make confident financial decisions in their lives,” says Su Min. Students at Marcellin College respond positively when they realise maths can help them make sense of money, spending and life decisions.

“Students realise that maths is so relevant to their daily lives, which is often a powerful moment for students.

Concepts like percentages, interest rates and budgeting suddenly feel more useful and empowering,” she says.

“They begin to see how these skills help them calculate things like tax, profit or loan repayments – things they or their whānau may already encounter. This practical application makes maths feel more accessible and gives students a sense of agency over their financial futures.”

Connecting the dots

One lightbulb moment that stood out to Su Min came from a Year 9 class exploring basic money concepts. After a discussion on income, savings, spending, debt and budgeting, one student shared: “Make sure you save your money in a reliable, trusted account like KiwiSaver. Portion out your income, what you’re spending, paying in taxes, and any loan repayments, and aim to save at least 20 percent.”

For a first lesson, Su Min says this level of reflection was incredible and showed that they were already beginning to connect the concepts to real-life decision making and thinking critically about how to apply them.

“This structure supports learners to learn and apply financial concepts while making space for discussion and reflection. It supports the direction of the curriculum by centring ākonga as active learners and making learning culturally and contextually relevant.”

Creating a safe, inclusive space for these conversations has been key.”

By validating diverse home experiences, Su Min ensures that learning about money is meaningful for all.

“I think this is one of the most powerful aspects of learning about money; everyone brings unique experiences shaped by their family and cultural backgrounds. Encouraging students to share their own stories and knowledge not only validates their experiences but also helps build strong, meaningful connections between the classroom and home.”

The impact of financial literacy lessons often extends beyond the classroom. After one financial literacy lesson, a student said, “This was the best and most beneficial learning experience I’ve ever had!”

Su Min says this was a powerful reminder of how relevant and engaging this learning can be. Beyond the classroom, she has seen students start conversations at home about budgeting and saving.

“In one lesson, I gave students a takeaway task to discuss their household’s weekly expenses with their parents or whānau and explore ways they might contribute to reducing costs. Some came back with ideas like saving power, cooking more at home, or helping compare phone or internet plans.

“These real-life activities show that financial literacy isn’t just something we learn in class; it’s helping students have real conversations and make changes in their everyday lives.”

An everyday impact

Teaching this content has also influenced Su Min’s personal life.

“As an immigrant myself, learning financial literacy and becoming more confident with money in Aotearoa has been incredibly important, not just for me, but for my whānau as well.”

Learning hits home

Differentiating the learning to meet the diverse experiences of students is one of the challenges Su Min has encountered.

“One challenge is the wide range of financial experiences and prior knowledge students bring to the classroom. Some ākonga may already have a bank account or contribute to family finances, while others are completely new to the concepts.

“Differentiating the learning and finding entry points for all learners can be complex. I’ve navigated this by using students’ lived experiences and encouraging them to share examples.

21 July 2025

Erin Thompson, Kaihautū | director of Māori and learning at Sorted in Schools Te Ara Ahunga Ora.

Su Min adds that teaching this content has made her more aware of the value of passing this knowledge on to her own children, helping them become more financially independent and confident in managing money from an early age.

Su Min’s advice for other schools is simple: “One of the greatest strengths of financial literacy education is its adaptability.”

She also explains how it can be meaningfully embedded across a wide range of learning areas.

“When we use authentic contexts and real-life scenarios, students are more likely to engage, reflect and make meaningful connections between their learning and their everyday lives.”

A kaupapa Māori approach to money

For Erin Thompson, Kaihautū | Director of Māori and Learning at Sorted in Schools Te Ara Ahunga Ora, building financial capability for tamariki and rangatahi Māori is essential.

“Equipping rangatahi with the tools to make good decisions about pūtea (money) is essential and should be accessible to all if we want to ensure that they have a better financial future.

“Providing financial education in the context that allows rangatahi Māori to see themselves, their worldview, is therefore essential.”

Te whai hua – kia ora, Sorted in Schools’ kaupapa Māori programme, has been embraced across kura and Māorimedium settings. It’s currently used in 80 percent of kura and Māori medium settings (Years 9–13) across Aotearoa.

The programme has been designed by kaiako and kura

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from an ao Māori perspective, using tikanga Māori and traditional narratives to underpin the learning.

Erin explains that the programme allows rangatahi and whānau to see themselves in contextualised resources that encourage rangatahi to draw on their own whakapapa links, traditional stories and cultural practices to understand financial systems and how to make decisions about pūtea.

“For example, students can have discussions about the meaning and purpose of koha, through to sustainable living and investing in papakāinga, and what that can mean from an individual and collective perspective.”

The impact of the programme extends to whānau and across generations. An exceptional example at one particular kura is where the tuakana (Years 12–13) facilitated lessons and projects for their teina (Years 2–4) to learn more about pūtea.

“This was a great opportunity for tamariki to apply their understanding on a practical level and for whānau to participate and have discussions about pūtea.

“We have also hosted whānau nights where kura whānau learn more about their own financial capability and strategies to help their decision-making process with pūtea.”

For Erin, success for Māori learners means they are empowered to make good decisions, grounded in their own worldviews.

“Success would be where Māori learners are equipped with the mātauranga to make good decisions both as individuals and as a collective.

“In particular, that they can draw from their own worldview to contextualise their learning and broaden their understanding to make decisions about pūtea that have the potential for long-term impact and intergenerational change.”

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“Equipping rangatahi with the tools to make good decisions about pūtea is essential and should be accessible to all if we want to ensure that they have a better financial future.”

Sorted in Schools offers free financial capability resources designed for secondary schools, including: » Te whai hua – kia ora (kaupapa Māori resources) » Bitesize modules on trending financial topics » Lesson plans, student activities, and real-life scenarios.

Visit www.sortedinschools.org.nz

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21 July 2025

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REGIONAL C O N N ECTIO N

Wellington’s maths community multiplies connection From curriculum support to PLD and competitions, the Wellington Maths Association is building confidence, connection and capability across the region.

What is the role of the Wellington Maths Association?

The role of the Wellington Maths Association (WMA) is to promote and improve maths education around Wellington, while upholding Te Tiriti o Waitangi. We do this through supporting and encouraging mathematics educators, sharing resources, hosting events and PLD, organising competitions and sharing information in our network.

What are some current priorities or focus areas?

The largest focus area at the moment for primary schools around Wellington is implementing the new curriculum.

With such a large amount of specific (and sometimes new) content, primary teachers are in need of support to understand exactly what and how to teach this.

With the support of NZAMT (New Zealand Association of Mathematics Teachers), we are currently running professional learning sessions in the Hutt Valley and Porirua, which give primary school teachers practical strategies and resources to help them implement the new curriculum. We are hoping to expand this to other suburbs in late 2025/early 2026.

What trends are you seeing in how maths is taught across the region?

There are many shifts in mathematics education that I have seen in recent years, such as te ao Māori – I have seen many schools really trying to weave these ideas into their maths curricula.

The second shift I have noticed is the rise in international maths teachers across the region and the vast and varied experiences that they bring. We are starting to see a real multicultural approach to maths teaching in the Wellington region, informed both by local and international ideas.

What professional learning opportunities does WMA provide?

Every year, the WMA organises a day for new teachers (PCTs) and teachers new to the country (OTTs) to help them better understand maths education in Aotearoa New Zealand.

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We also organise a Head of Department/Faculty Day every year for leaders of mathematics education to upskill and collaborate across schools.

On top of these, we organise sessions for all teachers on various topics that we believe are important and timely. In previous years, we have organised sessions on numeracy, NCEA change, and mātauranga Māori in maths.

What advice would you give to teachers looking to build confidence?

Ask for support and ideas from others! There is so much information and so many resources around effective maths teaching that you can find online, from colleagues at your school and through associations like the WMA. There’s no need for you to ‘reinvent the wheel’ every lesson you teach. Other teachers are your most important resource, so make sure to reach out.

What are some good ways schools are engaging whānau in supporting maths learning?

Every school in the region is doing excellent mahi engaging with whānau and giving them resources to support their students, like websites, workbooks and extra time with teachers.

The biggest development that I have seen in this area, and one that I think should be adopted more widely, is encouraging whānau to speak positively of maths.

I’m sure we’ve all heard the classic “I was never good at maths when I was at school” from a family member of one of our students, and that kind of negativity can really discourage persistence in maths.

Getting whānau to speak positively about maths is certainly not easy, but it can have a large impact on their student’s confidence, persistence and learning.

What makes Wellington’s maths education community unique?

The WMA community is one of the most diverse in the country, with schools from Wellington Central to Kāpiti, and

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“There are so many incredible maths teachers around the region that you can meet and share ideas with – and our events are always fun and informative.” from Petone to Wainuiomata. We teach students from a wide array of cultural and socioeconomic backgrounds and strive to meet and extend each of them.

This diversity, as well as our modest size, is a real asset of the Wellington region. Teachers from vastly different schools can work together closely, share ideas and experiences and learn from each other’s strengths. In the end, it makes us all better at what we do.

What successes have you seen recently that you’d love to share more widely?

The biggest success story that I want to share is about the Wellington Maths Association itself!

In 2020 the WMA was inactive, and even after re-activating in 2021 the ongoing effects of Covid made it difficult to build membership or host events.

However, in the last four years, and with the tireless efforts of some amazing committee members, the WMA is now in a much better position.

We are now able to host multiple events per year, there is increasing engagement from teachers and schools around

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the region, and we have a large committee. I am looking forward to growing the WMA even more in years to come!

How do local teachers and schools connect and collaborate through WMA?

Any teacher in the Wellington region can sign up to be on our mailing list by emailing wellingtonmathsassociation@ gmail.com, which will keep them updated with any events we are running or notices we may have. This is a great way to keep in touch with the WMA and find out about what’s going on.

Schools can sign up to be a part of the WMA through our website, which allows them to enter our annual maths competitions and automatically signs them up to our mailing list.

Keen teachers can sign up to be on the committee, which gives them the opportunity to meet with like-minded individuals every month, share resources more closely, and have their say in what events we organise.

For more information about WMA, visit www.wma.org.nz

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LI FE SKI LLS

Financial life lessons stacking up for ākonga at St Joseph’s School Students at St Joseph’s School in Morrinsville are gaining practical financial literacy skills through Banqer, an interactive programme that helps ākonga learn by making real-life decisions in a safe environment.

Ākonga learn about careers and employment; including how to write a CV, apply for a job, and understand living costs.

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t Joseph’s School in Morrinsville is equipping its ākonga with skills for life through the free financial literacy programme, Banqer.

“The most important thing I’ve learned from Banqer is how to save my money and use it wisely,” says Year 5 student Abbie. Her friend, Ruby, adds that saving money makes a better life.

Principal Andrea Devane is a strong advocate for authentic, meaningful learning programmes – and she believes Banqer delivers just that through its transferable, real-world applications. By equipping students with the knowledge and skills needed to make informed financial decisions, and engaging with real-world scenarios in a safe, simulated environment, students can explore concepts like budgeting, saving, and investing – without the risk of real-life consequences. This empowers them to build financial confidence early, so that future decisions are grounded in understanding, not guesswork!

“Our youngest learners start using Banqer at age seven, and they absolutely love it. What’s remarkable is they’re still talking about it years later in Year 8,” says Andrea.

“You know a programme is making an impact when students are having conversations about term deposits, mortgages, and comparing investments – they’re thinking critically about financial decisions.”

She notes that teaching financial literacy was previously optional, taken up mainly by those who saw its value. Now, with a growing emphasis on embedding it into learning, she wholeheartedly welcomes the shift.

“You know a programme is making an impact when students are having conversations ... [and] thinking critically about financial decisions.”

Ākonga engaged in the Banqer platform.

Learning by doing

Teacher Kerry Horan has been using Banqer with her St Joseph’s ākonga for the last six years.

“To begin with, I didn’t know much about the programme, but I saw some other people using it and thought I’d give it a go,” she says.

“And then it was just learning as you go along. The programme is set out really well to help teachers, and it’s broken down into different modules so you can focus on one set of learning at a time.”

She starts her students with the Income and Expenses module, where they learn about the money coming in and going out of their accounts, and the importance of having enough money to pay for their expenses. Students are paid in Banqer dollars to track as income and to use for spending.

Student Naomi really enjoyed this module. “It was so fun because there was a video where we could pick options to buy stuff,” she says.

Kerry’s students receive an allowance for attending school and for their classroom jobs, such as bag area

21 July 2025

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inspector, class messenger or Chromebook monitor.

The Banqer dollars are used to pay for classroom expenses such as hiring a Chromebook, renting furniture and paying for Wi-Fi. Banqer is also used as a behaviour management tool, where students are paid for completing their work and can earn bonuses.

“You set those amounts so the students have to start thinking, OK, so I need that much in my account to be able to pay that,’” says Kerry.

Real-life connections

Student Jessica loved the Careers and Employment module where she learned how to write a CV, apply for jobs and understand living costs.

“I have learned about what to do with my money, which has taught me to do good things with it,” she says.

Year 5 student Karsen found the Lending and Debt module challenging. “You can get money from the bank, but not sketchy people. Those people are called scammers,” he explains.

Lunar and Philamena from Year 4 and Marie from Year 5 all enjoyed buying a car in the Transport module, where they discovered the real costs of different car choices.

Kerry says ākonga learn that sometimes a mid-range car costs less in the long run than a cheaper car that requires frequent repairs. The module also teaches the importance of insurance for unexpected car expenses, including accidents.

Year 8 student Kalinda says her favourite module was the Real Estate module where she used money saved from term deposits to purchase her first virtual home. Kerry enhances this with a classroom street map where students can pin their home purchases, bringing a tangible, interactive element to the learning.

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“The module is similar to real life, where the housing market goes up and down,” says Kerry. “If they choose to sell early, they’ll often lose money, and that can be a big shock for them.”

Mistakes made safely

Kerry explains that Banqer is all about learning by doing and learning by making mistakes in a safe environment.

“You want them to be making these mistakes now, not in real life when they’re older,” she says.

Year 8 student Patrick reflects “that money is something that can go fast and you have to know how to manage it”.

Students are encouraged to share their learning with their whānau. Karsen says he shares his knowledge with his family and friends, and Marie’s older sister is using Banqer learning to set up a bank account. Hanna shares her new financial knowledge to help her mum with her business.

Naomi says her mum helped her set up a Square One card.

“I learned how to walk by stuff I like and not buy it,” she says.

Adapting for all ages

Banqer modules can be adapted to suit different year groups.

Kerry tailors the information to make the teaching ageappropriate, whether for eight-year-olds or senior primary students.

At the end of each year, Kerry runs a classroom auction where students use their saved Banqer dollars to bid on preloved items, bringing their learning full circle.

“We’re starting young to sow the seed of financial literacy to go across the school,” says Kerry. “It’s such meaningful learning; they don’t seem to lose it either.”

Her own daughter, a Banqer graduate, is now 15 and starting her first part-time job.

“She said to me, ‘Mum, I’m going to save until the end of the year, and then I think I’ll open a term deposit.’”

For more information, visit www.banqer.co/nz

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GAM BLI NG ED UCATION

New resources to help schools tackle the rise of youth gambling From loot boxes and sports betting to social media influencers, students in Aotearoa New Zealand are increasingly exposed to gambling, often in subtle, unexpected ways. To help schools respond, Tūturu, a student wellbeing initiative, has developed a suite of free, curriculum-aligned resources to support students’ critical thinking about gaming and gambling.

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A

t Christchurch Boys’ High School, health teacher Patrick Coady says gambling-related behaviour had been turning up in class discussions long before the school had any formal material to address it.

“As a department, we noticed that gambling language and behaviour was becoming more common. Whether it was ‘if you miss this kick, you owe me a pie,’ or underage sports betting accounts, we wanted students to understand the risks and be able to think critically,” he says.

That’s where Tūturu came in – a free initiative that empowers schools to take a whole-school approach to student wellbeing. The aim is to encourage early, meaningful conversations that reduce harm before it escalates.

In the Ministry of Health’s Strategy to Prevent and Minimise Gambling Harm (2022/23 to 2024/25), young people were identified as a priority group for the first time.

This led to Tūturu seconding Abby Popham, health promoter at national gambling harm support service PGF Services, to develop a suite of gambling and gaming resources for schools, and commissioning the New Zealand Council for Educational Research to conduct a literature review on youth gambling. “That review showed young people need skills to navigate constant gambling exposure,” says Abby.

“It confirmed schools must play a key role through culturally responsive, sustained approaches like Tūturu, alongside broader public health efforts limiting youth access.”

In response, Tūturu and PGF Services worked with researchers and curriculum specialists to develop a suite of classroom-ready resources for secondary schools, including a cross-curricular teaching resource, professional development tools and a short e-learning module.

Tūturu director Jude Woolston says she’s delighted Tūturu is now able to offer schools resources that cover a broader range of wellbeing issues.

“The health issues students bring to school are often interconnected. Tūturu began with a focus on alcohol and other drugs but we’ve gradually expanded to include topics like digital harms, energy drinks and, most recently, gaming and gambling.”

“What harm looks like is different for everyone – from financial harms to mental health impacts.

Peer pressure can play a role, especially where betting is seen as normal and just part of the game.”

A growing and often hidden problem

Abby explains that youth gambling is increasing at a rapid rate and is now deeply embedded in young people’s lives through games, social media and constant advertising.

A major driver is ‘gamblification’, the spread of gamblinglike mechanics such as loot boxes and pay-to-win systems that blur the line between gaming and gambling.

“We’ve seen a huge increase in exposure over the past 12 to 18 months, both in available products and how media

21 July 2025

PGF Services health promoter Abby Popham, who has played a leading role in developing these resources.

How to get started If your school or kura is in a region with a Tūturu lead, they’re the best first point of contact.

If you’re just starting out, e-learning is a great way to see if Tūturu aligns with your values.

Explore and download the free resources at tuturu. org.nz/gambling or contact admin@tuturu.org.nz.

What resources are available?

For teaching staff:

» Cross-curricular, classroom-ready lessons in social studies and maths and statistics » Health Education resources encouraging critical thinking surrounding the advertising of gaming and gambling » A short e-learning module on youth gaming, gambling and social media use » Professional development workshop on addressing gaming and gambling in youth wellbeing.

For school leadership:

» Workbook for Boards on a whole-school approach to wellbeing, including gaming and gambling.

Also available:

» An animated video showing a young person’s journey from wellbeing to addiction, with workshop guide » Short videos introducing the teaching resource, usage tips, school experiences and support options.

About Tūturu Tūturu is led by NZ Drug Foundation Te Puna Whakaiti Pamamae Kai Whakapiri. It bridges health and education through a whole-school approach to wellbeing focusing on school climate, pastoral care, professional development and curriculum resources.

Tūturu has regional leads who work with schools in Ōtepoti | Dunedin, Ōtautahi | Christchurch, Waikato, and Tāmaki Makaurau | Auckland.

The aim is to help schools build connected, supportive environments while strengthening students’ critical thinking and health literacy. Rather than rely on one-off interventions, Tūturu helps schools embed wellbeing into everyday practice and address issues students face early, whether that’s related to alcohol and other drugs, gambling, or online harm.

and influencers talk about them,” says Abby.

Recent data backs this up. The New Zealand Gambling Survey 2023/24 shows that while overall gambling rates are lower among 15 to 24-year-olds than older groups, young men are engaging in some of the riskiest behaviours.

Nearly a quarter (23.1 percent) reported using pokies in pubs or clubs in the past year, almost twice the national average.

What are the harms?

At its most harmful, gambling can lead to debt, deception, violence and school disengagement. “We’ve seen cases where school fights have been linked to gambling,” says Abby.

Online, gambling is often framed as a quick path to wealth. “Gambling sells hope,” she says.

“Some young people see it as a potential career and some uni students turn to it when money is tight. But what’s portrayed online is all about big wins, not the reality.”

PGF Services director of advocacy and public health Andree Froude says prevention is key to reducing gambling harm.

“What harm looks like is different for everyone – from financial harms to mental health impacts. Peer pressure can play a role, especially where betting is seen as normal and just part of the game.”

Andree worries many don’t seek help. “We’re hearing more anecdotal reports of students talking about gambling, even at school. One example involved students in uniform on a bus, openly discussing bets on upcoming football matches.

“It shows how normalised gambling is becoming among teens, before they fully understand the risks.”

A practical, flexible response for schools

Maria Perreau, social studies teacher and national network facilitator at Aotearoa Social Studies Educators’ Network (ASSEN), led the new resources’ curriculum development and wrote the social studies activities.

She says the team took a collaborative approach, using an inquiry-based learning model to guide the design, “The approach needed to build critical thinking skills and the ability to look at and use evidence.”

Insights from young people were also incorporated, drawing on the latest CensusAtSchool data about students’ attitudes and experiences with gaming.

The resources are flexible, allowing teachers to dip into what suits their programme or take a collaborative, crossdepartmental approach.

“Having a team meeting across departments or taking an integrated approach would be really powerful,” says Maria.

“Each of the inquiries and the lessons within them have clearly signposted learning intentions and key knowledge outcomes.”

She encourages teachers to explore the full suite and gazette.education.govt.nz

“As a school, we appreciated the range of resources included.

We could tailor lessons to suit different students, and the realworld examples helped make the learning meaningful.”

take time to see the depth and adaptability they offer.

“Take a team approach, be collaborative. It’s a great opportunity to start some really important conversations.”

A different angle

Patrick says the support Christchurch Boys’ High School received from Tūturu has been invaluable.

“Their cross-curricular approach helped students see the topic from different angles. It also gave us confidence as teachers to engage with a topic that doesn’t always get talked

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about in schools.”

Rolleston College has also used the new materials.

Advisory leader Erin Chamberlain says engagement was strong across year levels.

“The gaming and gambling resource was immediately relevant for our students and many of our students engaged quickly … showing just how widespread the themes are.

“As a school, we appreciated the range of resources included. We could tailor lessons to suit different students, and the real-world examples helped make the learning meaningful.”

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E OTC

Engaging ākonga in maths through physical activity at Pāmapūria School Hula hoops, gutter boards, pallet gardens and sport are helping ākonga at Pāmapūria School in the Far North see the relevance of maths in everyday life – and boosting their outcomes.

Building a gutter board.

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ula hoops, gutter boards and pallet gardens, basketball, and rugby are unlocking maths for ākonga at Pāmapūria School in the Far North. “Ākonga who were not interested in maths are now participating and finding maths more interesting and fun. They have made excellent progress, and this has shown through in their end of year results,” says Whaea Jo Saunders.

Tamariki agree.

“I think that my maths has improved because we are doing fun activities to help us learn,” says one ākonga.

“I like learning about angles through building gutter boards and playing games,” says another.

Maths with meaning

Jo says she was motivated to integrate physical and practical activity into her lessons after noticing that students often struggled to see how maths connected to everyday life.

“I think about how best to get mathematical concepts across.

What will they understand? Can we make it fun and engaging?

I look around me for inspiration and then turn it into a practical lesson that links to the curriculum and inspires our ākonga,” she says.

“It’s about demonstrating that we use maths in all areas of our life, not just jobs but even in the sports that we love.”

As well as gutter boards, building a fence around the māra kai (vegetable garden) provided an opportunity to learn about perimeter. On the basketball court they used chalk to draw equations and angles.

Jo says that key to the approach is knowing her students and how they learn best.

“Hands-on learning experiences are accessible to all ages. You just need to think about how to tailor it to the needs, interests and ages of your tamariki,” she says.

A whole-school commitment

It’s not just maths. Physical activity is woven across the curriculum and the Healthy Active Learning team at Sport Northland has worked closely with the school to ensure more opportunities for students to be more physically active, in and out of class.

Every morning starts with a whole of school session in the gym followed by karakia, pepeha, and then a shared breakfast. Tumuaki Cheryl Bamber joins in when she can.

Funding through Tū Manawa Active Aotearoa has helped fund a senior playground, boxing equipment used as part of the gym fitness kaupapa in the mornings, and bikes, scooters and skateboards which are available through a class roster system during break and class times.

The school’s approach reflects national and international evidence, outlined in Sport NZ’s Active Bodies Active Minds, which shows that physical activity has a direct relationship with improved academic outcomes. This includes through learning integration, sport, physical education, play, brain breaks and Education Outside the Classroom.

For Jo, ensuring she and her colleagues are modelling positive behaviour is essential.

“If I am inspired and this comes through, I believe it helps inspire our ākonga,” she says.

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Hula hoops and pallet gardens.

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PLD

Teaching maths with confidence Primary and secondary teachers across Aotearoa are gaining fresh strategies, building confidence and rediscovering their passion for mathematics through professional learning that is transforming both their teaching practice and their students’ success.

Linking decimals and fractions.

“Confident teachers create classrooms where questions are welcomed, not feared. Programmes like this matter as they transform anxiety into ownership.”

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T

wo passionate maths educators from Te Herenga Waka – Victoria University of Wellington set out to strengthen the teaching of mathematics across the motu last year.

Wanting students to feel positive and motivated to learn mathematics, Robin Averill and Sarah Howell approached Kāpuhipuhi Wellington Uni-Professional with the idea to develop a micro-credential maths course for teachers.

“We wanted to share our passion with teachers so they could, in turn, support their learners to be passionate about mathematics,” says Sarah.

More than 100 primary and secondary teachers across the motu have now participated in the online course since enrolments first opened in July last year.

Practical strategies

“As teachers, it is always great to keep learning, to feed our thinking, to do our very best in our teaching, as well as to model the importance of continued learning to ākonga,” says Robin.

During the course, teachers conduct a deep dive into fractions, decimals and percentages, with a second course focusing on algebraic thinking – areas that ākonga often find challenging.

Robin explains that working with proportions requires a shift in thinking from whole numbers to parts of quantities, and algebra involves the abstract step of replacing numbers with letters. The PLD provides teachers with practical strategies to help ākonga make these thinking shifts with confidence.

Each course also features videos from expert teachers across the motu, sharing what they have found is effective in their classrooms. “These videos are an absolute highlight for the participants and we have been so lucky that the teachers we approached agreed to share their experience and resources,” says Sarah.

After the learning, teachers put their new ideas into practice through assessments and personalised resources for their own students.

Anita Duhan.

Connecting concepts to contexts

Central Regional Health School Manawatū teacher Rachel Burgess says the course helped her upskill in a structured, supported way to better help her learners.

“I needed familiarity with these earlier-year concepts to support my students who are struggling,” she says.

Wellington College teacher Jundi Yang says relearning the basics reminded her how daunting maths can be without context.

“Now, when a student says, ‘I don’t get it,’ I hear my own past frustrations, and reach for those visual tools like bar models, number lines, and real-world contexts instead of repeating explanations,” she says. “Now I scaffold thinking, instead of assuming prior knowledge.”

Sarah notes that every teacher, no matter their experience, has something to gain and contribute.

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Rachel Burgess.

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“A teacher will always share a resource or a strategy or an approach to solving a problem that I hadn’t considered before, too,” she says.

Growing confidence in new contexts

Sarah Howell.

When maths teacher Anita Duhan joined the staff at Wellington High School in 2023 from India, she wanted to deepen her understanding of the local curriculum and cultural context.

“It allowed me to connect my previous experience with the needs of learners here, while learning how to be more responsive, inclusive and confident in a New Zealand classroom,” she says.

“It was also an opportunity to grow professionally and build a stronger foundation for my teaching practice in a new country.”

Taking part in the course helped Anita focus on the why behind the maths.

“Most importantly, it reinforced the belief that every student can succeed in maths with the right support and approach,” she says.

“The collaborative aspect was also valuable, highlighting that we’re not tackling these challenges in isolation.”

From week one, teachers are encouraged to share ideas they have tried or how they have changed their approach.

Sarah explains that when teachers are open to the different ways students learn, ākonga feel encouraged to get creative in their maths learning.

“Students instantly sense when a teacher is unsure, especially in maths,” says Jundi. “So confident teachers create classrooms where questions are welcomed, not feared.”

Anita says that acknowledging and valuing each student’s background, language, culture and prior learning is key to designing more relatable and inclusive lessons.

“This helps create a classroom where every learner feels seen, respected and included in the learning process,” she says.

Confident teachers, confident learners

Jundi Yang.

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The facilitators hope teachers will leave the course feeling confident and excited to teach maths, equipped with a kete of evidence-based strategies and resources.

“We want kaiako to be teaching learners in effective ways to develop their conceptual understanding of ideas in mathematics – that deep and connected way of knowing how ideas relate and the ‘why’ of mathematical concepts,” says Sarah.

Alongside this, teachers are encouraged to model that it’s OK to make mistakes in mathematics and that learning comes from those mistakes.

“Mathematics is an essential part of the curriculum and provides access to many life skills and life pathways,” says Robin.

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“We need ākonga to be confident learners and users of mathematics to access future learning and opportunities, so teachers must convey confidence as well as positivity and pleasure in their use and teaching of mathematics.”

Rachel agrees that teacher confidence is key to breaking down negative perceptions of maths.

“Confident teachers are also more likely to use varied strategies, differentiate effectively and respond to diverse learner needs,” adds Anita.

Find out more at wellingtonuni-professional.nz https://wellingtonuni-professional.nz/course/ supporting-student-success-in-mathematics-learning/ or contact elizabeth.craker@wellingtonuni-professional.nz.

“We need ākonga to be confident learners and users of mathematics to access future learning and opportunities.”

21 July 2025

Robin Averill.

Tukutuku Kōrero

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MATHS RESO U RC E

From toothpaste to take-off: Practical ideas for maths teaching and learning A classroom display filled with whānau-sourced carbon emissions data.

A challenge to estimate Aotearoa’s toothpaste use. Subtraction songs echoing from the mat. These are just some of the engaging activities in a new resource full of practical ideas to help ākonga thrive in maths.

Caption.

new book, Teaching and learning mathematics and statistics: Karawhiua!, has recently been released to support kaiako and ākonga with the maths curriculum.

The authors aimed to help teachers better support ākonga to see the relevance of mathematical ideas for themselves and others.

This article explores some of the classroom examples drawn directly from the book – practical stories that may be useful in each school setting.

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The learning purpose was shared clearly: to use decimals and addition, subtraction, division and multiplication to explore carbon emissions and how to reduce them.

Examples from the display were used to develop questions such as: » How many kilogrammes of carbon dioxide would be made from all students driving from home to school and back? » From using a whole tank of petrol? » From a 10-minute ride in a helicopter?

Working with decimals to explore carbon emissions

By the end of the topic, ākonga were creating and solving more complex problems, such as calculating the carbon emissions for their whānau if they flew to Auckland or Wellington and comparing this with other types of transport.

Involving whānau from the start proved valuable, as ākonga were able to share their learning at home throughout the topic.

Understanding climate change and environmental sustainability is important. To help ākonga understand how mathematics and statistics are powerful tools to make a positive difference for their environment, this kaiako used carbon emission values as a context for developing fluency with decimals.

First, they shared with ākonga and their whānau that they would be investigating carbon emissions over the next few weeks. The kaiako asked them to prepare by finding out what carbon emissions are and exploring and identifying examples of carbon emissions from transportation.

To support the investigation, the kaiako provided examples sourced online, such as driving for one kilometre creates about 0.12 kilogrammes of carbon dioxide, using one litre of petrol creates about 2.3 kilogrammes of carbon dioxide, and a passenger jet creates around 0.115 kilogrammes of carbon dioxide per passenger for each kilometre.

A display area was set up in the classroom where ākonga could add what they and their whānau found out.

21 July 2025

How much toothpaste was used this morning?

The following examples come from the chapter on ”Inspiring mathematics teaching.”

In the authors’ experience, ākonga are most inspired to learn mathematics when: » their teacher knows the content, enjoys their subject, is open, positive, encouraging, interested in and receptive to ākonga and cares about ākonga learning » the teaching strategies are varied, engaging, have challenge and enable ākonga to work with others and alone » the learning activities have purpose and are interesting, accessible and varied.

Tukutuku Kōrero

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The following example activity includes an accessible starting idea (toothpaste use), mathematics accessible to many learners (estimation, addition, multiplication, division), a specific challenge (working out how much toothpaste has been used across Aotearoa), autonomy and collaborative learning, and discussion and negotiation to form a shared response.

The challenge is to estimate how much toothpaste was used this morning across Aotearoa. Ākonga are asked to provide a detailed rationale for their estimate, including calculations, and be prepared to present this. Working collaboratively is encouraged so multiple perspectives can be considered.

Final estimates are collected on the board, then compared and discussed as a class to arrive at a shared estimate.

The mathematics involved can lead into further learning around estimation, measurement, very large and very small numbers, and variation.

The question is an example of a Fermi problem – an open-ended problem that requires making and justifying assumptions, estimates and educated guesses to work out a way to solve a problem. Fermi problems are named after Enrico Fermi (1901–1954).

Singing with numbers

Other ways to inspire ākonga mathematically include exploring mathematics in interesting and ‘multi-modal’ ways in activities they enjoy doing together.

This activity uses patterns in well-known and made-up songs and rhymes to investigate subtraction, using fingers as representations, recording number patterns, and predicting the next number.

In this classroom, singing is used regularly to support maths concepts. One focus is subtraction, where ākonga benefit from additional support.

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Education Gazette

For subtraction and skip counting, variations of the “10 Green Bottles” song are used: “10 green bottles hanging on the wall …”

As each verse is sung, students use their fingers to represent the bottles, putting one down each time one ‘falls.’

Numbers are written on the board (10, 9, 8, 7, 6 …), and the class discusses how each verse represents subtracting one.

Predictions are made for how many bottles will remain after the next verse, followed by subtraction questions.

Another song used is “10 fat sausages sizzling in a pan …”

This decreases by two each time. The songs are adapted to explore other subtraction patterns, such as 20 red apples skip-counted by 2s, or 17 toy teddies decreasing by 3s. Ākonga enjoy creating new variations, using materials to represent objects, recording the patterns, predicting next numbers, and building toward algebra and further pattern work.

Final reflections

Having a clear purpose of learning is crucial for inspiring ākonga in mathematics.

Intentional, reflective practice supports thoughtful planning and review.

Throughout Teaching and Learning Mathematics and Statistics: Karawhiua!, more examples like these can be found, including chapters on: » fostering fluency, retention and enjoyment » addressing misconceptions and common errors » developing language and literacy » planning for diverse learning needs.

This pukapuka is grounded in the Aotearoa context, ready for classroom use, and driven by a shared vision: helping all learners thrive in maths.

Read more at nzcer.org.nz

gazette.education.govt.nz

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