In this presentation, I will examine the ongoing paradigm wars in mathematics education and their profound influence on the field’s development over the past half-century. By analysing key developments in this academic research field, I will highlight how these ideological battles have hindered progress, particularly affecting educational outcomes for New Zealand students. 

Through an exploration of national policies and practices shaped by ideologically driven research lacking a strong quantitative foundation, I will offer insights into the consequences of these paradigm wars and propose paths for moving forward. A key part of this path includes grounding policy and practice recommendations in cognitive science research. Insights from cognitive science, particularly on how students learn mathematics, provide a more objective and scientifically sound basis for shaping effective educational strategies. By leveraging this research, we can develop policies that better align with how students actually process, retain, and apply knowledge, ultimately leading to improved teaching practices and more positive educational outcomes for all students.