1 CHAPTER ONE 1.0 Introduction. 1.1 Background of the problem. Learning is a progression. It is a gradual advancement, forward movement form one level to another, the latter being better than the former. In the learning process, various disciplines of knowledge are involved. Learners go through several subjects in their course of learning in which they get equipped with assorted knowledge and skills depending on their specialization. Mathematics is among several disciplines studied almost all over the world. Learning mathematics is very necessary for an individual's full development in today's complex society. In the United Republic of Tanzania, Mathematics programs reflect the political and social developments which have taken place in the country since the 1950s (Kitta S, 2004). According to Sichizya (1992), since the mid-1960s, Tanzania has experienced remarkable changes in its mathematics programs for secondary schools from then up to the present. Of recent, new program which is still used in Ordinary level secondary school education is known as basic mathematics and is taught as compulsory subject. This program calls attention to the understanding of a foundation of mathematics and the sensible use of mathematics. According to MOEVT 1 (1997) the main objectives of teaching basic mathematics are as follows: To provide pupils with mathematical tools and logical thinking, which they can apply in understanding other subjects better; 1 MOEVT. Stands for Ministry of Education and Vocational Training