Mathematics is often positioned as being difficult for Ghanaian teachers to teach and pupils to learn. Although literature point to the educational and scientific relevance of many of the socio-cultural practices in the Ghanaian society, many mathematical concepts are taught out of context in schools. In this paper I will draw on Bishop's (1988) distinction between Mathematical Enculturation and Mathematical Acculturation, Vygotsky's (1987) distinction between Everyday and Scientific concepts, and Lancy's (1983) stages of cognitive development to propose a three-tier teaching model for teaching Ghanaian primary school children and those from other African countries that share similar conditions with Ghana.