Mātauranga Māori constitutes concepts and principles that are richly detailed, complex, and fundamental to Māoridom. It is important to remember that the practice of these are wider and more varied than their use within the proposed NCEA Achievement Standards and supporting documentation.

We also recognise that the cultures, languages, and identities of the Pacific Islands are diverse, varied, and unique. Therefore the Pacific concepts, contexts, and principles that have been incorporated within NCEA Achievement Standards may have wide-ranging understandings and applications across and within the diversity of Pacific communities. It is not our intention to define what these concepts mean but rather offer some ways that they could be understood and applied within different subjects that kaiako and students alike can explore.

The intent of the Standard

The purpose of this Achievement Standard is to enable ākonga to show mathematical and statistical literacy skills, allowing them to use mathematics and statistics to form perspectives, assessments, or evaluations.

Mathematical and statistical literacy skills include, but are not limited to:

• looking into sources of variation
• identifying misleading information
• extracting information from given sources
• making informed decisions based on mathematical or statistical facts (including financial literacy)
• examining claims
• interpreting information and connecting to a context.

Ākonga will recognise the mathematics or statistics needed to make well founded judgements and decisions about evidentiary claims, graphs, and other represented information. Ākonga will be given the opportunity to interpret media and make informed life-skill related choices. Ākonga will draw on Significant Learning from several topics to interpret information.

Making reliable judgements

Evidence submitted for this Achievement Standard must incorporate mathematical and statistical reasoning in all responses. Responses should connect the mathematical and statistical working clearly to the contexts from which the examples are drawn. The focus on mathematical and statistical processes should not suggest that there is one correct answer to any given scenario, and ākonga are encouraged to bring experience from outside the classroom to inform their work. Ākonga responses may be shaped by their knowledge and worldviews, taking their culture and lived experience into account alongside number-based information.

Ākonga achieving at higher levels will engage more critically with both the resources presented to them and their own investigative practice. Beyond identifying the mathematical and statistical information that is present in a resource, they will recognise when necessary information is missing or incomplete. They will have an awareness of the processes by which they are reaching judgements or decisions. At the highest levels of achievement, ākonga will understand the effects of any limitations of the resources they are using and how they are used, reflecting on what this may mean for their decisions or judgements.

Collecting evidence

Throughout a year’s study, ākonga should become familiar with extracting mathematical and statistical information from a range of sources. After interpreting and applying the information they have extracted, ākonga should be able to clearly link any findings back to the context from which it was drawn.

Evidence for this Achievement Standard will be primarily communicated using written words, supported in some instances by numerical working. Ākonga should therefore be confident in expressing mathematical and statistical ideas in verbal as well as numerical terms. As new concepts or skills are taught, kaiako may wish to have ākonga engage in wānanga to relate these to real-life uses and scenarios. This will help ākonga build capability and confidence in isolating and communicating relevant mathematical and statistical qualities of supplied resources.

Possible contexts

The resources provided will reflect situations in which ākonga may come to apply mathematical and statistical knowledge in their lives beyond education. As mathematics and statistics provide ākonga tools with endless applications, resources may also be drawn from any number of contexts. These contexts will be typified by their connection to mathematical and statistical concepts, which may include data, measurement, space, or financial information.

While specific contexts may be unfamiliar to ākonga, the content will be accessible on a mathematical and statistical level. Any necessary additional contextual information will be provided within the resources.

Literacy and Numeracy Requirements

This Achievement Standard has been approved for numeracy in the transition period (2024-2027). 

Full information on the co-requisite during the transition period: Standards approved for NCEA Co-requisite during the transition period (2024-2027).