Abstract
Native Americans need an improved education in mathematics if they are ro have equal economic opportunity. The enrollment, preparation, and achievement of Indian scudents in mathematics courses fall below the norms for their non-Indian counterparts. Identified as contributing factors are cultural differences, insufficient preparation of teachers, and unsatisfactory instructional materials. Various solutions are suggested to the problem of improving the mathematics education of Native Americans. Whatever the instructional activities used, more appropriate curricula and better evaluation procedures should be developed. A teacher center is proposed, and some directions for research are indicated.
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