Exploring Learning Potential Through artSMart 8: Perspectives of Mathematics Teachers in Indigenous Schools

In Malaysia today, challenges in learning mathematics, such as resource limitations and weakness in literacy and numeracy among Indigenous students extend to the teaching of mathematics, which has faced significant difficulties as well. The study examines the learning opportunities offered by the artSMart 8 program, which employs an innovative educational approach that integrates artistic expression with mathematical concepts among mathematics teachers in Indigenous schools. Recognising the unique cultural and contextual needs of Indigenous students, this research investigates how the program fosters engagement, conceptual understanding, and culturally responsive pedagogy. Using a qualitative design approach, data were collected through interviews, classroom observations, and reflective narratives from two primary school teachers and two secondary school teachers in the mathematics field. Findings revealed that the teachers showed a variety of perspectives on teaching Indigenous students, especially in mathematics, while promoting inclusivity and cultural relevance in mathematics education. Furthermore, teachers reported increased student motivation and deeper conceptual connections when integrating art-based techniques into their lessons. The study concludes that the importance of the emergent theme of Culturally Responsive Education for mathematics teachers in implementing arts-integrated pedagogy is to narrow the education gap between urban, rural, and interior communities. It is recommended that this potential program should be undertaken in transforming mathematics teaching in Indigenous schools and highlight the importance of the emerging theme of Culturally Responsive Education for mathematics teachers in implementing arts-integrated pedagogy in bridging the educational gap between urban, rural and remote communities.

Learning Potential, ArtSmart 8, Mathematics Teachers

1. Anderson, K. C., Stern, M. J., Powell, R. B., Dayer, A. A., & Archibald, T. G. (2022). A Culturally Responsive Evaluation Framework and Its Application in Environmental Education. Evaluation and Program Planning 92. Volume 92, June 2022. https://doi.org/10.1016/j.evalprogplan.2022.102073 [Google Scholar] [Crossref]

2. Areens, A. K., Bodkin-Andrews, G., Craven, R. G., & Yeung, A. S. (2014). Self-concept of Indigenous and Non-Indigenous Australian Students: Competence and Affect Components and Relations to Achievement. Learning and Individual Differences, Volume 32, May 2014, Pages 93-103. [Google Scholar] [Crossref]

3. Bol, G. K., & Niekerk, D. V. (2024). Application of African Indigenous Knowledge Systems and Practices for Climate Change and Disaster Risk Management for Policy Formulation. International Journal of Disaster Risk Reduction, https://doi.org/10.1016/j.ijdrr.2024.104670 [Google Scholar] [Crossref]

4. Chang-Wei. C., Ming-Kuo. H, & Ta-Chih. L. (2023). The Impact of External Resources on The Development of An Indigenous School in Rural Areas: Taking A Junior High School In Taiwan As An Example. Heliyon, Volume 9, Issue 12, e22073 [Google Scholar] [Crossref]

5. Hale, V. M., & Lockard, L. (2022). Building a bridge to the future: Teacher perspectives on indigenous language education. International Journal of Educational Research Open, 3, 100157. https://doi.org/10.1016/j.ijedro.2022.100157 [Google Scholar] [Crossref]

6. Jabatan Kemajuan Orang Asli, (2016). Pelan Strategik JAKOA 2016 - 2020. https://www.jakoa.gov.my/wp-content/uploads/2022/03/pelan-strategik-JAKOA.pdf [Google Scholar] [Crossref]

7. Kawiti, D., Refiti, A., Yates, A., Heta, E., Bloomfield, S., Chanse, V., & Zari, M. P. (2025). Indigenous knowledge, architecture, and nature in the context of Oceania. Nature-based Solutions, 7 (1):100213. https://www.sciencedirect.com/science/article/pii/S2772411525000035 [Google Scholar] [Crossref]

8. Kementerian Pendidikan Malaysia (2012). Pelan Pembangunan Pendidikan Malaysia 2013-2025. Putrajaya: Bahagian Pendidikan Guru. [Google Scholar] [Crossref]

9. Kerr, B. G., & Averill, R. M. (2024). Culturally sustaining assessment for indigenous learners in Aotearoa New Zealand: Drawing from policy, research, and educator voices. Teaching and Teacher Education, 143, 104567. https://doi.org/10.1016/j.tate.2024.104567 [Google Scholar] [Crossref]

10. Nofazilah, M. S., Mazlina, M. I., Zainudin, H., Lee Vincent, T. M., & Buba, B. (2023). Strategies for Addressing Indigenous Education Dropout. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(11), e002600. https://doi.org/10.47405/mjssh.v8i11.2600 [Google Scholar] [Crossref]

11. Nor Fariha Aniza, M. I., Nurul Nadia, A. S., & Sofan, H. (2016). Analisis trend penyertaan dan keciciran di kalangan pelajar Orang Asli. https://www.academia.edu/13013765/analisis_tren_pendidikan_orang_asli [Google Scholar] [Crossref]

12. Paiz, H., & Mohd Anuar, R. (2020). Isolasi Sosio-Budaya Masyarakat Orang Asli di Malaysia dan Kesannya terhadap Pentafsiran Hukum Islam. The Isolation of the Socio-cultural of Indigenous Community in Malaysia and Its Effect towards the Interpretation of Islam Law, 21(1), 1 - 20. [Google Scholar] [Crossref]

13. Ruslan, A. (2018). Penilaian Pelaksanaan Program Linus Dalam Kalangan Murid Orang Asli Di Perak. In Penerbit UUM eBooks. https://etd.uum.edu.my/6897/2/s93291_01.pdf [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study