Ten years ago, the author wrote a short piece entitled "Mathematics and numeracy--Is there a difference?". In mathematics, many put an emphasis on the content concepts and skills contained typically in strands such as Algebra, Number, Geometry, etc. Others argued that "mathematics" was about the "search for pattern" and that the key elements of "working mathematically", such as applying mathematics and mathematical modelling, working contextually, mathematical reasoning, investigating and problem solving, should be embedded in the curriculum content and a major influence on the approach to teaching and learning. "Numeracy" was seen by many as a set of core basic mathematical skills that young people need to deal with the mathematical demands of life, work and learning. Others described numeracy as not just the competence but also the confidence and disposition to use mathematics to meet the demands of life, work and learning. Even in this latter view there exist further differences with some emphasising the mathematical skills and others emphasising the importance and power of context. In this article, the author examines mathematics and numeracy ten years on.