Causes of diversified mathematics curriculum changes in U.S.A, Europe and Russia have basically been technological driven compared to other regions. Yet , mathematics has consistently remained a central and important subject in al l school curriculu m levels. Its immense relationship with other subject areas has created not only pressure on students’ performance in various examinations but also acts as “frustrating belts” for their future careers. Various policy changes, threatening demands for specific entries into the different career training institutions emphasize on mathematical grades. Direct employment requirements and teaching styles for teachers have often used mathematics for selection purposes. Yet, real mathematical kno wledge for socioeconomic development is least solicited from individuals. Priorities for alleviating poor results in mathematics have been identified in various African countries such as Kenya, Zimbabwe and Namibia. Nevertheless, the improvement, if any, is minimal while socio - economic development continues to drop. Poor socio - economic development can be linked to poor learning in mathematics. Currently the subject’s learning procedures produce few individuals with good grades in mathematics. It is impor tant to note that good grades per se are not sufficient to enhance socioeconomic development in Africa. There are other mathematical issues that are closely related to such development, which the teaching and learning of mathematics must address. Consequen tly, this paper addresses such issues including problem solving and equity for mathematical education. Others are issues relating to poverty, politics and forming a wider learning environment for mathematics education in schools. Unless such issues, andthe equity in mathematics in particular are fully addressed, the students’ endless poor performance will continue to form a strong base for poor socioeconomic performance in Africa. This is the essence of this article.