The government shared that maths results were improving after the new budget funding. However, Principal Karl Vasau, of the view that schools are still under pressure, warned that no single test reflected the full picture of student learning.
Schools across New Zealand are preparing to roll out new maths changes. This is backed by a USD 77.47 (NZD 131.3) million budget in ’26 as the government claims that student achievement begins to reflect improvement.
The principal of Rowandale School in South Auckland, Karl Vaasu, believed that reality in classrooms tends to be more complex than what the numbers may suggest.
On Friday, 22 May ’26, he intends to bring together his entire staff for a teacher-only day to work. The purpose is to familiarise them with the new maths curriculum needs as well as to ascertain what they mean for teaching & learning on the ground.
There aren’t any students in classes. Only teachers are attempting to make sense of a system that may be changing quickly.
The budget investment includes 12 initiatives, spread over 4 years. It features USD 17.52 (NZD 29.7) million for maths support. This initiative introduces a new process for teaching Year 5 times tables, in addition to the division check. Besides that, classroom maths resources for every year 0 to 8 school, not forgetting 36 additional full-time maths teachers.
A further USD 25.67 (NZD 43.5) million may be allocated to professional learning & development. This is with a focus on helping school leaders use achievement data more effectively.
Education Minister Erica Stanford opined that the latest Curriculum Insights & Progress Study ’25 confirms the transformation.
Stanford asserted at a press conference on Monday, 18 May ’26, that since coming into government, they have been very clear that their focus is on teaching in a manner that works.
Stanford opined that parents expect their child to learn to read well. Also, to write confidently, besides success in maths, no matter which school they may be at around New Zealand. She added that it may not be an unreasonable expectation.
The data reflect that 36% of Year 6 students are now meeting or exceeding maths expectations. This value reflects a 6% improvement, which was 30% 2 years back in ’24, besides 28% 3 years ago in ’23.
However, Vasau quipped that no single value may capture what is happening inside a classroom.
Speaking to William Terite on Pacific Mornings, Vasau expressed his view that a child may always be different to another child. He added that children tend to learn at different assimilation speeds and varied paces, besides different times.
Speaking further, he added that what they may require is just to make sure that whatever they’re offering is targeted towards the needs of the child.
Vasau further commented that what may matter even more for Pacific learners is that they need to witness their culture and identity reflected in what they are learning.
Commenting further, Vasau added that maths may be an integral part of all our cultures. This is especially true when students reflect on traditional practices in addition to conventional methods.
He added that what may matter most is whether students can connect with what is being taught.
Also, if they’re able to apply it, enjoy it, and explore it, he quipped.
However, the equity gap remains. The Curriculum Insights data reflects that Maori and Pacific students consistently achieve lower average scores than other students across math, reading, and writing. These gaps are described as moderate to large, besides being statistically significant.
On the new Year 5 match check, Vasau supports the focus on basic skills. However, he added that it should not be used on its own to judge progress.
