Influence of Socio-Demographic Profile, Language Proficiency, and Learning Experience on Mathematics Achievement among Indigenous Learners: A Systematic Review

Abstract

Mathematics achievement among Indigenous learners is influenced by three factors: socio-demographic background, language competency, and culturally relevant learning experiences. Socioeconomic hardship and Indigenous status are consistently associated with lower mathematical performance and widening achievement gaps. Language proficiency, particularly in the language of instruction, is a key predictor of performance; home language instruction and trilingual evaluations can assist bridge these gaps. Integrating Indigenous culture and knowledge into mathematics education, combined with culturally sensitive pedagogy, boosts Indigenous students' engagement, confidence, and accomplishment. These findings highlight the importance of comprehensive, culturally sensitive approaches to promoting equal mathematics outcomes for Indigenous students.