doi: 10.18178/ijiet.2018.8.6.1076
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.
Keywords
- Culture inclusive curriculum
- e-learning
- indigenous students
- ubiquitous learning
How to 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. https://doi.org/10.18178/ijiet.2018.8.6.1076
Copyright & License
Copyright © 2018 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).