This final report summarizes two years of research carried out by the Indigenous Mathematics Project at five community schools in Papua New Guinea. The first section gives a brief overview of the study, including a summary of the important results, overall conclusions, and recommendations. It is written using non-technical terms whenever possible, to provide a reasonable level of understanding of the outcomes. The final two sections describe, in some technical detail, the research methodology and design; the data analysis procedures; and the results of the analysis of achievement, cognitive, and classroom observation data. Recommendations are made regarding the revision of the current Mathematics for Community School syllabus and subsequent textbook production. The study concludes that the prompt introduction of an appropriate, locally developed textbook for grades 4, 5, and 6, and comprehensive teacher handbooks for grades 1, 2, and 3, would, in conjunction with minimal learning aids and adequate in-service training, have significant effects on teacher competence and student achievement. The results were considered especially encouraging relative to potential gains in rural and remote-rural settings. Appendices outline a proposed schedule for curriculum development and objectives for community school mathematics programs. (MNS)