The purpose of this literature overview is to provide the Common Practice Contributors Group with a range of current research on effective principles and pedagogies in literacy and communication and maths in Aotearoa New Zealand.

This paper presents the results of a four-year longitudinal study – including two years of preschool (age 4 years), kindergarten, and first grade – designed to identify the early quantitative competencies that predict readiness to learn mathematics at school entry.

This strategy will guide action to shape the New Zealand early learning and schooling system to deliver equity and excellence in literacy and communication and maths teaching and learning.

Policy-makers have increasingly looked to improvements in Initial Teacher Education (ITE) as key to overcoming declining education outcomes. The analysis in this paper validates this concern and places a specific lens on ITE for beginning mathematics teachers.

This report provides reasons for why New Zealand’s school maths scores have decreased over the last decade.