This research paper addresses the complexity of improving STEM education and mathematics achievement of indigenous students, better known as Orang Asli, in primary schools in Johor, Malaysia. The study highlights the educational disparities of the Orang Asli community and emphasizes the need for culturally tailored and linguistically supportive interventions. The study uses a mixed-methods approach to analyze academic achievement data. Significant challenges that hinder Orang Asli students' abilities in Mathematics and STEM subjects are identified. The discussions show that strategies such as incorporating ethnomathematics - linking cultural knowledge to mathematical concepts, and code-switching in the classroom can effectively bridge the gap between students' cultural backgrounds and the academic curriculum. These recommendations are in line with the United Nations Sustainable Development Goals, which aim to ensure inclusive and equitable quality education for all. The article concludes with actionable policy suggestions that advocate for the integration of culturally sensitive teaching methods to improve the academic performance of Orang Asli students. The importance of community engagement and longitudinal studies in evaluating the effectiveness of such interventions is emphasized. The findings presented are intended to effect change in educational practices and create an inclusive learning environment for Orang Asli children and by extension, other indigenous populations worldwide - contributing to the overarching goal of educational equity. This study is in line with the aspirations of the Malaysian Education Plan and contributes to two Sustainable Development Goals (SDGs): SDG4 (Quality Education) and SDG10 (Reduce Inequalities). © 2024 IEEE.
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