This two-part report reviews three major areas of influence in the mathematics learning of minority children: (1) learning style, personality and self-concept influences; (2) linguistic effects; and (3) school influences. Low mathematics achievement and nonparticipation of Black, Hispanic, and Native American children have become concerns of administrators, teachers, curriculum directors, and parents. As our society becomes increasingly more technological, the ramifications of this educational situation become more drastic. This paper reviews results of general studies on achievement of minority students and draws on research in mathematics achievement of the general population to locate the impact of certain factors on the minority pupil situation. Each of the three major factors identified are reviewed in detail, with the many interconnected factors discussed, and separate and combination affects assessed where possible. The report concludes with a summary and recommendations for changes in educational practices and suggestions for further research. The appendix contains a list of additional references on other factors relevant to mathematics learning of minority students. Part two of this report is an annotated bibliography of selected research studies in minority education. (MP)