Paul John E. Calam^1,, Maria Antonieta A. Bacabac¹, Rosie G. Tan¹

Mathematics is a fundamental discipline that cultivates logical reasoning and analytical thinking, competencies essential for academic success and real-life decision-making. Logical reasoning enables individuals to identify patterns, make inferences, and draw evidence-based conclusions that support critical thinking and cognitive development. However, Indigenous learners often underperform in this domain due to a persistent mismatch between mainstream educational assessments and their cultural worldviews and practices. To investigate this gap, a systematic review was conducted using six major scientific databases: Scopus, Frontiers, ERIC, Springer, Academia, and Semantic Scholar covering studies published from 2015 to 2025. Guided by an established eight-step review method, the study identified, analyzed, and synthesized existing quantitative instruments used to assess logical reasoning, examining their cultural orientation, psychometric properties, and applicability to Indigenous learners. Six instruments met the inclusion criteria. Although they showed strong psychometric performance and considerable diversity in structure and focus, none reported validation with Indigenous populations, including the Higaonon or other ethnolinguistic groups. The findings reveal a pronounced absence of cultural contextualization in existing reasoning scales, underscoring a significant gap between mainstream assessment tools and Indigenous reasoning frameworks. This gap highlights the need for culturally grounded approaches such as the Indigenous Pattern of Reasoning Approach (IPRA) as a future-oriented conceptual framework for developing contextually aligned logical reasoning assessments.

logical reasoning scale, indigenous learner, culturally responsive assessment tool, systematic review