Low student achievement for Montana's Native American students has been a recognized fact since the beginning of the reservation period. The current push for mathematics and science education reform, coupled with federal and state accountability mandates, enhances opportunities for learning but also challenges Native students' culture and priorities. Native student learning in mathematics is influenced by contextual factors: federal, state, and local policy mandates; Native culture, community, language, and ways of knowing; the culture of poverty; isolation; and classroom practice. This paper reviews current research on several contextual factors, making connections between the literature and observations in schools on or near Montana's reservations. The first section looks at the history of the reservations and educational opportunities for Native students; the impact of policy, poverty, and isolation on these students and their schools; and the impact of Native American culture on the educational lives of students. The second section examines issues of standards and equity for mathematics education; it includes research and discussion on culturally responsive teaching, curriculum, and assessment. The third section discusses obstacles, challenges, and opportunities for achieving equity within this system and proposes research topics to help educators address them. Topics include local control; access and isolation; student mobility; and the lack of adequate tracking systems for student attendance, achievement, and district expectations. The conclusion describes what is working in schools on two Montana reservations and the future research needed to define a vision for closing the achievement gap for Native students. (Contains 30 references) (SV)