How Incorporating e-Learning into the Mathematics Curriculum Could Improve Indigenous Students’ Achievement

Abstract

This paper looks at global indigenous students’ underachievement in secondary mathematics when compared to other ethnicity students. Altogether fifteen independent studies and existing meta-analysis were analyzed through conducting a critical meta-analysis. During this process, indigenous students’ learning styles, effective mathematical pedagogy and benefits of technology inclusion for indigenous students were considered. It was found that indigenous students do not find western curriculum as relevant for them and are disengaged in the classroom. A culture inclusive curriculum through collaboration on tasks is vital. Technology allows collaboration on tasks, suits different learning styles and could lead onto increased motivation and mathematical achievement.