This thesis appears in two parts. The first part consists o f three chapters. The first two chapters consider and review Irish post-primary mathematics in an historical context and appraise the influential forces which and players who have contributed to and shaped mathematics teaching and inservice courses for mathematics teachers from 1924 to 2005. A review o f the literature exploring the quality and shortcomings of teaching and learning at Junior Cycle level follows. Part II contains the empirical study. The first chapter in this part describes the design and scope o f the methodology used in the intensive study which was undertaken in three different Irish post-primary schools. This study was over a complete three year Junior Cycle period and attempted to analyse and gain insights into the teaching and learning of mathematics. Based on video analysis, the dominant teaching methodologies employed in the classes are described and examined. By analysing questionnaires and interviews with students and teachers, their attitudes and perspectives on teaching and learning mathematics are presented. The thesis concludes with a review o f the mam findings arising from this research. Finally, recommendations are put forward that seek to address issues such as the shortcomings in teaching and learning mathematics in Irish post-primary schools, the continuing professional development of mathematics teachers and the support structures necessary to cultivate richer teaching and learning environments for all.