The history of mathematics education in Papua New Guinea began at least 40 000 years ago with evidence of scientific technologies from 10 000 years ago in agriculture, with earlier stone and pottery evidence. However, from the late 1880s, mathematics education was conducted by missionaries and then governments from colonizing countries. The impact of colonialism is summarized especially noting the significant impact of using English language and imported curricula or curricula ideas. Since Independence in 1975, neocolonialism continued to plague mathematics educa-
tion impacting on social justice and meaningful mathematics education.