Effective teaching and learning of mathematics in junior and senior high schools in Liberia has been a huge challenge that has over time resulted in limited progress in science, innovation, and economic development in the country. Thus, in order to find practical solutions to this problem, this research work was conducted with the sole objective of determining the factors that influence Mathematics education in high schools and how to effectively teach the subject in a developing country specifically Liberia. The research investigation was done from the perspectives of school administrators, Mathematics teachers, and students. The method adopted for data collection were open interview and semi-structured questionnaire, which was conducted and administered to a total of 11 administrators, 13 teachers, and 160 students from 8 educational districts in Maryland County. The findings of this study reveal that teachers are mostly responsible for ensuring that mathematics education is effective in schools. Nevertheless, results also show that some major factors such as unavailability of qualified mathematics teachers in schools and negative perception of the subject by the students hamper effectiveness in mathematics teaching and learning. All educational shareholders must be aware of these factors in order to help increase the effectiveness of Mathematics education.

Keywords: Mathematics Education, Mathematics Teacher, High School, Teaching and Learning, Influencing factors