In this study, the analysis, design, development, implementation, and evaluation (ADDIE) model was used to design a cross-domain science, technology, engineering, and mathematics (STEM) curriculum for primary school mathematics in indigenous schools. The research methods used included content analyses, interviews, and a questionnaire survey. Research participants were students aged 9–12 at an indigenous elementary school. The curriculum integrated with indigenous culture and the application of Kebbi robots included STEM courses such as mathematics, information technology, natural science, and culture. The courses adopted a collaborative problem solving (CPS) teaching strategy, allowing students to complete learning tasks in groups. During the teaching process, teachers gradually guided students to observe and stimulate their scientific imagination and thoughts regarding what robots could do. In the lessons, the students acquired an understanding of the concepts of mathematics regarding the division of labor and cooperation, and they used robots to complete learning tasks. Through this STEM cross-domain teaching activity, learning mathematics was made interesting and relevant to the living and cultural situation of the indigenous participants of this study. The students had a positive attitude towards learning using emerging technologies such as robots and digital teaching aids.