Such methods do not promote the higher level cognitive skills needed to succeed in mathematics and do not emphasize an inquiry-based learning environment advocated in the reform efforts. The literature regarding learning differences indicate students of Hispanic background are likely to exhibit a field-dependent learning style. Such learners prefer affective and group oriented classrooms that call for deductive thinking while mathematics classrooms often tend to favor field-independent learners that respond to a differentiated cognitive style. Researchers point to the structure of the Mexican American family that emphasizes conformity and adult-directed goals. Therefore family expectations are often in conflict with expectations of the mathematics classroom.
Spanish speakers have a wide, diverse range of transitional language abilities and needs.
Hispanic students encounter special learning difficulties associated with differences between the language used in school and their home language. Studies of Hispanic Americans indicate lower mathematical academic performance and a dramatic under representation in higher-level mathematics courses. Numerous studies document the important role that language plays in problem solving when one goes beyond rudimentary skills in basic mathematics. However, recently, mathematics and bilingual educators are raising issues with the language used to communicate mathematical ideas. The discourse of a mathematics classroom occupies a central theme in the National Council of Teachers of Mathematics Professional Teaching Standards.