This study aimed to explore the impact of mathematics anxiety on the academic performance of junior high school pupils in the Bongo district of Ghana. In this study, 492 pupils in the Bongo District of the Upper East Region of Ghana were sampled. Using a questionnaire to gather data for the study, Descriptive statistics such as frequency, percentage, mean, and standard deviation and inferential statistics such as the independent samples t-test, one-way between-groups analysis of variance (ANOVA) and Pearson Moment Correlation were used for analysis. Findings from the study identified that mathematics anxiety negatively affects the mathematics performance of pupils and the study also revealed that, gender plays a very key role in influence the mathematics anxiety of pupils. Based on the findings, it was recommended that mathematics teachers should teach Mathematics with the psychology of teaching and learning the subject to prepare pupils’ for the subject.

The study sought to find out the role of early grade mathematics teachers during play in the mathematics classroom. The study adopted the quantitative approach of research with a descriptive survey as a design. A simple random sampling and census sampling were used to select 410 respondents for the study. The data were analyzed using mean and standard deviation. The findings of the study revealed that teachers played such roles as and facilitators to guide and provide the materials necessary for the play, thereby creating a conducive environment for effective play in the early childhood mathematics classroom. It was recommended that play-based learning should be fully integrated into the early childhood Mathematics curriculum, and intensive workshops or in-service training should be organized for the teachers to know and appreciate their roles during play in the classroom. Also, workshops are seminars organized for teachers should concentrate on how to assist teachers to prepare play materials using local materials to bridge the deficit gap of play materials.

ICT (Information and Communication Technology) is an important part of the teaching and learning process. This study investigates the usage of ICT tools in teaching Mathematics and the problems associated with the use of using these tools to teach. The study also sought to find out the relationship between the gender of teachers and their usage of ICT tools. A simple random sampling was used to sample the respondents for the study. The study’s findings revealed Mathematics teachers in the basic schools do not integrate ICT tools during teaching and learning. However, lack of computers, inadequate training and lack of access to the internet was also revealed to be some of the key barriers to the successful integration of ICT tools in the teaching and learning of mathematics. Findings from the study further revealed that male teachers integrate ICT tools in their teaching more than their female colleagues. It is recommended that the study should be conducted in other regions in Ghana or the senior high schools and the results be compared with our research. Also, workshops should be organized for teachers to teach and encourage them to integrate ICT effectively during their teaching and learning.