  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
study's 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
country's 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.
