A literature survey of more than 800 sources, 80 of which were judged to be relevant, assessed the problems Native Alaskans and American Indians experience in learning elementary and junior high school mathematics, and focused on problems amenable to solution through computer presentation of mathematics materials. Empirical evidence indicated that American Indians are 1.7 years behind the national norm in grade 6 mathematics achievement and 3 years behind the norm at grade 12 and the proportion of Indian students with special needs in mathematics rises from 32% in grade 2, to 41% in grade 4, and to 46% in grade 6. Three clusters of problems American Indians experience with mathematics in school concern terms and concepts, time estimation, and student attitudes. Accordingly, it was recommended that computer presentations of mathematics materials to American Indians should provide practice on mathematics terms and concepts; include units on time estimation; and capitalize on the inherently motivating, "gaming" capabilities of computer interaction. The strength of computer presentation is its ability to provide practice that is: entertaining, motivating, and interactive; perceived to be culture-fair and private; easily transported and exactly reproduced; and individualized on an item-to-item basis. (Author/NEC)