Given the profound and uncritiqued changes that have been implemented in Aotearoa New Zealand education since the 1990s, this paper provides a critical commentary on the characterising features of the New Zealand mathematics curriculum in the context of the first stage of a study. The emphasis is on the importance of research design that begins with an explicit, evidence-based hypothesis. To that end, we describe evidence that informs and identifies the studys hypothesised problem and causes. The study itself will show whether or not the hypothesis is justified; that is, is the absence of standardised prescribed content in New Zealand mathematics curriculum the reason for the countrys declining mathematics rankings? The study aims to increase understanding in the field of mathematics education by exploring the effects on New Zealand year 7 public school teachers mathematics curriculum selection and design practices, teaching practices, and subsequently student achievement.
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