A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries

Abstract

Intending to enhance educational outcomes for indigenous students, who have long been undervalued in many present educational systems, there is an increasing variety of educational interventions in mathematics learning. This is in line with two of the Sustainable Development Goals (SDGs), which are quality education and reduced inequalities, especially among indigenous students. Nevertheless, no research on indigenous students, locally known as Orang Asli, has been performed in Malaysia. Hence, the purpose of this research is to systematically review empirical studies from various countries that documented interventions to help indigenous students in their acquisition of mathematics from 2007 to 2022. This review included a total of 25 studies. Indigenous students from elementary to high school participated in these programs, which took place in both formal and informal settings. The majority of interventions are used in formal settings and elementary schools. The two key characteristics of the interventions were their scientific inquiry practice and cultural relevance. Regarding indigenous students’ cognitive, psychomotor, and affective domains, all interventions indicated successful outcomes. This information will benefit not only Malaysian indigenous mathematics teachers and researchers but also academics from all over the world in order to help improve indigenous students’ mathematics learning.