The focus of this present study is on mathematics teaching and learning in Ghanaian junior high schools. In general, the study seeks to explore and characterise mathematics teaching and learning in Ghana with particular reference to teachers teaching practices and students learning experiences. In this introductory chapter, the background of the study, the genesis of the study, aims of the study, statement of the problem and the research questions will be discussed. In addition to this, the significance of the study, the limitations of the study as well as the structure of the study will be described in this chapter.

Background of the Study

The greatest treasure and asset of a nation are its educational institutions. They make or mar the destiny of that nation. Education is considered as one of the most important tools for national development, “it is an end in itself and a means for achieving other goals of development, such as economic growth, poverty reduction” (Glewwe and Ilias, 1996:395). The strength of a nation is built on human resources developed by its educational institutions which train the brains, provide skills and open a new world of opportunities and possibilities to the nation for economic growth, social justice and poverty alleviation (Lauder et al. 2006; Adentunde 2007).

According to Okuma-Nyström (2003) it is impossible to find a country anywhere in the world without any form of educational system. In all educational systems, students are introduced to a variety of