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.
Index Terms—Culture inclusive curriculum, e-learning, indigenous students, ubiquitous learning.
The authors are with University of Auckland, New Zealand (e-mail: firstname.lastname@example.org, email@example.com).
Cite: Reshmi Salini Ratnam Lakhan and Kumar Laxman, "How Incorporating e-Learning into the Mathematics Curriculum Could Improve Indigenous Students’ Achievement," International Journal of Information and Education Technology vol. 8, no. 6, pp. 428-432, 2018.