This report examines issues in the low achievement of American students in mathematics, with emphasis on the low representation of minority students in this field. American myths about mathematics which emphasize the importance of innate ability rather than hard work are seen as reinforcing racial and gender stereotypes about who can do mathematics. Examples of prominent mathematicians and physicists whose lives counter these myths are offered. Comparisons are made showing that American students at all levels lag behind their foreign counterparts in mathematics achievement. Details of these comparisons and how they have influenced reform efforts in mathematics education are considered. Specific barriers to mathematics achievement experienced by minority students are identified and statistics showing minority underrepresentation in this field are detailed. The Strengthening Underrepresented Minority Mathematics Achievement (SUMMA) Consortium Program led by the Mathematical Association of America is described. Specific guidelines for teachers are offered, including: (1) communicate to students that hard work is the key to long lasting accomplishment in mathematics; (2) be familiar with the National Council of Teachers of Mathematics Standards; (3) utilize multicultural materials; (4) encourage mathematical talent in minority students through mentorships and other programs; and (5) strive for both high quality teaching and approachability by students. (Contains 41 references.) (DB)