Arguably the teaching and learning of algebra in schools have been perceived as difficult (Looney, 2004) at all levels due to the non-usage of modern technology, especially in Africa. This study sought to explore how the geometer’s sketchpad (GSP) could be used to improve students’ performance in quadratic graphs. The study employed true-experimental (Post-test) design as a strategy of enquiry using Geometer’s Sketchpad application software in which the mixed-method strategy was used in the sampling of the study area, study respondents and analysis. A total of 80 students were sampled for the entire study but 40 for the Experimental Group and 40 for the Control Group not undermining gender fairness. The study revealed a positive improvement in student’s performance after using the Geometer’s Sketchpad Application (GSP) software. The study can confirm that the integration of GSP technology in teaching and learning of quadratics can improve students’ motivation, excitement and concepts understanding.

The mathematics curriculum implementation depends largely on teachers’ choice of pedagogical skills that would influence meaningful teaching and learning. The suggestive ideal approach this paper presents is to consider exploration and demonstration of Akan (a tribe in Ghana, West Africa) ethnomathematics in the teaching and learning of some selected mensuration and geometrical concepts found in the secondary school curriculum. The study found various Akan ethnomathematical processes supporting the teaching and learning of school geometrical and mensuration topics such as artefacts, buildings, tools, and others. The ethnomathematical processes reveal a resemblance of <i>pi</i> (<i>π</i> ) concepts and its application to ethno-technology from selected artefacts used for pedagogical demonstrations. We recommend further research into the practical effect of ethnomathematics move in teaching other mathematical concepts in several communities where there exists cultural diversity. It is suggested that mathematics educators adopt ethnomathematics methodology by integrating it into the curriculum implementation process to check its impact on the teaching and learning of mathematics.