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

Sheikha Majid, Nurhayani Romeo, Nurul Fathiah Auni Ahmad Fauzi, Nur Hazwani Abd Aziz, Muhammad Amin Azizul Rahman and Muhammad Nabil Nadzhan Suhaimi
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Sheikha Majid: Faculty of Education, Universiti Teknologi MARA (UiTM)
Nurhayani Romeo: Faculty of Education, Universiti Teknologi MARA (UiTM)
Nurul Fathiah Auni Ahmad Fauzi: Faculty of Education, Universiti Teknologi MARA (UiTM)
Nur Hazwani Abd Aziz: Faculty of Education, Universiti Teknologi MARA (UiTM)
Muhammad Amin Azizul Rahman: Faculty of Education, Universiti Teknologi MARA (UiTM)
Muhammad Nabil Nadzhan Suhaimi: Faculty of Education, Universiti Teknologi MARA (UiTM)

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 24, 138-144

Abstract: 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.

Date: 2025
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