The digest summarizes major characteristics of American Indian student needs in the disciplines of science and math and offers constructive ways in which students may be motivated for greater achievement. Motivational, attitudinal, and behavioral factors contributing to avoidance of science and math by American Indian students are identified: conflicts between home and school regarding the purpose/importance of school; movement away from lessons in context and interdisciplinary approaches toward more structured and linear approaches in junior high; and a social organization of lesson presentation which is less group oriented and more authoritarian. Characteristics of American Indian students' learning styles which may affect science and math motivation are outlined: seeing and listening, practicality, caution, and field sensitive orientation. Suggestions for teaching science and math as creative processes and cultural systems of knowledge include: deriving creative content from students' immediate environment; integrating contemporary American Indian issues and concerns with related scientific information; utilizing American Indian culturally based content; establishing learning situations which are experientially based; incorporating creative writing as part of the presentation of science and math content; presenting art as an ideal vehicle for creativity in science and math; and exploring effects of technology on human lifestyles. (NEC)