Fostering Higher-Order Thinking Skills in Mathematics Education for Indigenous Students in Malaysia: Overcoming Pedagogical Challenges and Embracing Best Practices

Indigenous students in Malaysia face unique challenges in learning mathematics. This study explores effective teaching methods to address these challenges, particularly the integration of Higher-Order Thinking Skills (HOTS). HOTS was defined, and factors that influence its development, considering cultural context and student needs, were also identified. Interviews with primary school mathematics teachers in Johor reveal language, student background, and family support obstacles. The research emphasizes incorporating mathematics into students' daily lives and catering to diverse learning styles. Culturally sensitive methods, like storytelling and problem-solving, are highlighted as ways to boost engagement and understanding. The paper proposes the development of culturally based learning modules and support for teachers in meeting the specific needs of Indigenous students. Ultimately, the study advocates for balancing HOTS development, cultural preservation, and equitable access to resources for effective mathematics education.