The research analyzes the factors influencing the teaching and learning of mathematics in public
secondary schools in Ngong sub-county, Kajiado County. The main objectives of the study were
to examine the role of student preparedness, assess the availability of educational resources, and
evaluate students' perception of mathematics in shaping learning outcomes. The Constructivist
Learning Theory served as the theoretical framework, as it posits that learners actively construct
knowledge through personal experiences and interaction with their environment. To collect data,
the study employed a quantitative methodology using structured questionnaires distributed to both
students and teachers across three public secondary schools. The data were analyzed using the
Statistical Package for the Social Sciences (SPSS), version 21. Findings indicated that student
preparedness is a fundamental factor in mathematics learning; students who engage in independent
practice and revision are better equipped to grasp new mathematical concepts. Additionally, access
to educational resources, such as textbooks and past examination papers, was directly linked to
higher student engagement and comprehension. The perceptions that students hold toward
mathematics also emerged as a critical influence — with negative perceptions fostering
disengagement and avoidance, while positive attitudes were associated with greater participation,
enhanced problem-solving skills, and increased self-confidence. The importance of this research
lies in its practical application: it provides evidence-based insights for policymakers, educators,
and school administrators aiming to improve mathematics education. Specifically, it underscores
the need for improved teacher training, equitable access to quality learning materials, and the
integration of interactive teaching methodologies that align with students' learning needs and
experiences. This can contribute to enhanced learning outcomes and better student attitudes toward
mathematics in public secondary schools.