Enhancing Mathematical Skills through Localisation: A Meta-Analysis of Contextualised and Culturally Responsive Approaches in Mathematics Education

Mathematics education research has increasingly emphasised the integration of contextualised and culturally responsive teaching approaches to enhance student engagement, achievement, and conceptual understanding. This meta-analysis synthesised findings from ten peer-reviewed studies published between 2022 and 2025 that examined contextualised and culturally responsive mathematics instruction. The review compared study-level characteristics, including research approaches, designs, data collection methods, theoretical frameworks, instructional strategies, and reported outcomes. Using a qualitative meta-analysis and systematic review framework, the synthesis generated evidence across diverse educational contexts. The findings indicate that contextualised mathematics instruction is associated with improvements in student motivation, participation, conceptual understanding, mathematical literacy, and classroom inclusivity. Teachers who incorporated local cultural references, community-based experiences, indigenous knowledge systems, real-world problem contexts, and problem-based learning strategies reported enhanced student performance and stronger engagement. Culturally responsive mathematics teaching was similarly found to support students in linking abstract mathematical ideas to lived experience, thereby fostering more meaningful learning. The review also identified recurring implementation barriers, including limited instructional resources, insufficient teacher preparation, language-related challenges, inadequate technological infrastructure, and institutional resistance to pedagogical change. Overall, the meta-analysis supports contextualised and culturally responsive mathematics instruction as a promising framework for improving mathematics education outcomes; realising these benefits at scale will require sustained professional development, policy and funding support, meaningful community partnerships, and curriculum reforms that explicitly promote culturally inclusive teaching practices.