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

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...

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Main Author: Abdullah, Abdul Halim
Format: Article
Language:English
Published: MDPI 2022
Subjects:
L Education (General)
Online Access:http://eprints.utm.my/104386/1/AbdulHalimAbdullah2022_ASystematicReviewofWhatMalaysia.pdf
http://eprints.utm.my/104386/
http://dx.doi.org/10.3390/su142013201
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spelling my.utm.1043862024-02-04T09:45:40Z http://eprints.utm.my/104386/ A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries Abdullah, Abdul Halim L Education (General) 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. MDPI 2022-10 Article PeerReviewed application/pdf en http://eprints.utm.my/104386/1/AbdulHalimAbdullah2022_ASystematicReviewofWhatMalaysia.pdf Abdullah, Abdul Halim (2022) A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries. Sustainability, 14 (20). pp. 1-17. ISSN 2071-1050 http://dx.doi.org/10.3390/su142013201 DOI:10.3390/su142013201
institution Universiti Teknologi Malaysia
building UTM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Malaysia
content_source UTM Institutional Repository
url_provider http://eprints.utm.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Abdullah, Abdul Halim
A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
description 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.
format Article
author Abdullah, Abdul Halim
author_facet Abdullah, Abdul Halim
author_sort Abdullah, Abdul Halim
title A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
title_short A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
title_full A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
title_fullStr A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
title_full_unstemmed A systematic review of what Malaysia can learn to improve Orang Asli students' mathematics learning from other countries
title_sort systematic review of what malaysia can learn to improve orang asli students' mathematics learning from other countries
publisher MDPI
publishDate 2022
url http://eprints.utm.my/104386/1/AbdulHalimAbdullah2022_ASystematicReviewofWhatMalaysia.pdf
http://eprints.utm.my/104386/
http://dx.doi.org/10.3390/su142013201
_version_ 1792147720478130176
score 13.211869

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