Practices of Inclusive Pedagogical Strategies and Academic Engagement of Indigenous Peoples’ Learners in Teaching Mathematics

Abstract

This descriptive-correlational design study determined the relationship between inclusive pedagogical strategies and the academic engagement of IP (Indigenous Peoples) learners as perceived by 29 teacher-respondents, considering teachers’ profiles, instructional practices, and coping mechanisms. Grounded in Culturally Responsive Teaching Theory (Gay, 2018), Culturally Sustaining Pedagogy (Paris & Alim, 2017) and Multicultural Education (Banks, 2016), study highlighted how culturally relevant instruction can positively impact learners' engagement levels. Ninety-five percent of respondents identified as female and they were overwhelmingly early- to mid-career educators — mean teaching experience was 8 years. Most managed an average of two IP learners per class, suggesting that IP students are typically in the minority in mainstream classrooms. Interestingly, most did not have previous training in IP or inclusive education: highlighting a major gap in professional preparation. Nonetheless, teachers reported across-domain consistent use of inclusive pedagogical strategies. The domain that was most pronounced within our data was the learning environment, which related to establishing respectful and supportive classrooms. Assessment, learning resources and cocurricular practices were their also regularly applied, especially those that aimed to make the process relevant for learners and community members. Likewise, students receiving IP treatment expressed high engagement in academic dimensions, especially attending to classroom activities and recitation participation as well as task completion (see Table 2), showing active involvement while at the classroom context. Grouping by number of IP learners showed a statistically significant difference (p = 0.023), suggesting that class composition may have an impact on method of pedagogical delivery. There were no significant differences by sex, length of service, or training. Similarly, inclusive pedagogical practices were found to be positively correlated with academic engagement: effective and culturally appropriate teaching and learning increase learner participation. The teachers dealt with instructional challenges by implementing local knowledge, the mother tongue, and culturally responsive practices. But they also described challenges such as managing their time, emotional demands, and diversity in the classroom. As a result, these practices led to students exhibiting greater confidence in themselves as learners, their cultural identity, and social skills. On a more general level, there is clear evidence of inclusive pedagogical practices that are positively associated with learner engagement, but the lack of formal training looms as a major issue. To facilitate equitable and culturally relevant education for IP learners, they must be provided the appropriate teacher capacity through sustained professional development and institutional support.