Mathematics is a powerful social entity. Arguably the most international of all curriculum subjects, mathematics plays a key role in shaping how individuals deal with the various spheres of private, social and civil life.


The belief that mathematics is a key engine in the economy is widely shared by politicians and social planners, the corporate sector, parents, and the general public. Mathematical competencies and identities that make a valuable contribution to society are developed from specific beliefs and practices. Marshalling evidence about the pedagogical practices in centres/kōhanga and schools/kura that allow those competencies and identities to develop is a primary educational necessity.


This best evidence synthesis describes those practices and provides a critical evidence base for effective pedagogical practice.