The introductory chapter provides an overview on mathematics instruction in Kenyan schools. A survey was conducted largely in the Kigumo division in Murang'a District Central Province to determine problems affecting mathematics instruction in Junior Secondary classes and measures to improve standards. Respondents were 20 head teachers not necessarily mathematics-oriented and 20 mathematics teachers in Forms 1 and 2. The 19-item questionnaire requested information about teachers and their attitudes and competence. Interviews were conducted on how mathematics instruction could be improved. Data are summarized on qualifications, experience, time devoted to mathematics, pupil attitudes, availability of instructional materials, teacher commitment, teaching adequacy, frequency of meetings, allocation of duties, factors affecting achievement, opinions on improving instruction, rating of teaching methods, and relevance of the syllabus. Teachers' comments on mathematics performance are included. The major problems identified were: mathematics curriculum change, shortage of trained mathematics teachers, poor foundation in mathematics at primary level, irregular in-service training, and pupils' belief that mathematics is difficult. Providing frequent in-service, sufficient materials and guidelines, teacher involvement in curriculum development, better terms of employment, exposure to testing procedures, and better communication were suggested. Appendices contain the questionnaires. (MNS)